Abstract
The study aimed to determine the extent of implementation, effects, potentials, and challenges in modular English as perceived by the English teachers in Guindulman District, Guindulman, Bohol. The study used a qualitative research design employing the method of phenomenology. Also, the study utilized a purposive random sampling technique where nine (9) English teachers of the Guindulman District were interviewed. The instruments used for data collection were face-to-face and virtual semi-structured individual interviews employing the self-made interview guide. Results revealed that there was a greater extent of implementation in public senior high schools as a default modality in delivering education to students remotely. The positive effect of modular English was independent study, while the negative effects of modules were lack of motivation, less developed communication skills, and academic dishonesty. The potential of teaching Modular English was enhanced by an alternative modality to student learning and the use of Information Communication Technology (ICT) platforms. However, challenges were encountered by English teachers in modular English, such as difficulty in providing feedback, difficulty in assessing students’ performance, students’ difficulty in following instructions, power interruption and unstable internet connection, and difficulty in teaching reading and writing skills.
