Practices of Filipino English Language Teachers in Thailand and the Philippines during COVID-19 Pandemic

Abstract

The COVID-19 pandemic caused unprecedented disruptions to global educational systems, forcing schools and teachers to embrace alternative learning delivery modalities and innovative instructional practices.

This study examined the knowledge level of Filipino English language teachers in Thailand and the Philippines regarding the new and practical teaching practices and their utilization of learning modalities during the pandemic. Using a mixed-method research design, data were collected from 85 English Language teachers using a structured online questionnaire and open-ended responses. Quantitative data were studied using mean, t-test, and Pearson’s r, while qualitative responses were subjected to thematic analysis. Findings confirmed that English Language teachers in both countries demonstrated a high level of knowledge in delivery of content, instructional material preparation, and assessment and evaluation. Similarly, the utilization of modular, blended, and online learning modalities was evidently high, although online learning presented greater challenges related to internet connectivity, technological resources, and student engagement. There were significant differences observed in various aspects of instructional material preparation and learning modality utilization between teachers in Thailand and the Philippines. A significant positive relationship was also found between teachers’ knowledge of emerging practices and their utilization of learning modalities.

The study concludes that Filipino English teachers were able to adapt to the demands of pandemic education by using flexible teaching practices and diverse learning modalities, emphasizing the importance of ongoing professional development and institutional preparedness support future educational disruptions.