Abstract
This phenomenological study investigates English teachers' experiences in Modular Distance Teaching (MDT), unveiling their challenges and innovative strategies. It examines how teachers adapt their teaching approaches, integrating technology and traditional methods. The study underscores teachers' pivotal role as change pioneers in MDT, emphasizing themes such as preparation, distribution, and assessment. While highlighting adaptability and positivity, it acknowledges challenges and recommends continuous innovation and resource support for teachers. This research contributes to Transactional Distance Education Theory and Constructivism, advocating for collaboration and proactive actions to ensure quality teaching and learning in MDL. The proposed pedagogical program aims to enhance English language macro-skills teaching, enriching the Modular Distance Teaching framework.
