Understanding the Lived Experiences of Seasoned Language Instructors in Online Teaching: A Phenomenology of Adjustment

This study aimed to understand the lived experiences of seasoned language instructors in online teaching. The study employed a qualitative research design using a phenomenological approach with 10 participants selected through purposive sampling from higher educational institutions in General Santos City. Results revealed that seasoned language instructors had negative and positive views on challenges in online teaching. They view the challenges as technological hurdles, situations that evoke uncertainty, limit students’ participation, and prevalence of dishonesty. Additionally, language education becomes complex. On a positive note, these challenges promote innovative learning and serve as motivating factors that ignite passion for teaching. Coping mechanisms employed by seasoned language instructors encompass seeking help and collaboration, maintaining open-mindedness and introspection, participating in seminar workshops, sustaining a work-life balance, keeping a positive outlook, and seeking divine providence. Furthermore, their insights on improving online teaching accentuate the importance of learning by doing, upgrading technological skills, and pedagogical creativity, seeking peer support, and emphasizing the need for school administrators to be responsive to the evolving demands of online education. Thus, adjusting to online teaching requires passion and commitment to overcome the hurdles. It requires educators to be lifelong learners to be effective in practicing the teaching profession in virtual platforms.