Engagement, Adaptation, and Disruption in Online Oral Communication: A Narrative Inquiry into Senior High School ESL Learner Attitudes
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| Title: | Engagement, Adaptation, and Disruption in Online Oral Communication: A Narrative Inquiry into Senior High School ESL Learner Attitudes |
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| Language: | English |
| Authors: | Shara Mae M. Oliveres, Robert T. Salvador, Vince Paul Y. Lobaton, Melona Q. Guitche |
| Source: | Online Submission. 2026. |
| Peer Reviewed: | N |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | English (Second Language), Oral Language, Electronic Learning, Foreign Countries, High School Students, Student Attitudes, Difficulty Level, Learner Engagement, Student Motivation, Peer Relationship, Teacher Student Relationship |
| Geographic Terms: | Philippines |
| Abstract: | Online distance learning has transformed the delivery of performance-based language subjects, particularly Oral Communication, where interactional immediacy and social presence are central to speaking development. This study explored how Senior High School ESL learners construct attitudes toward their Oral Communication class within an online distance learning modality. Employing a qualitative Narrative Inquiry design, four purposively selected conversation partners from different academic strands in a private higher education institution in Bacolod City, Philippines participated in unstructured interviews during School Year 2020-2021. Data were analyzed using Braun and Clarke's Reflexive Thematic Analysis, generating 228 meaning units organized into 18 analytic clusters and synthesized into three interrelated themes: Agentic Engagement in Online Oral Communication, Negotiated Adaptation to Online Modality, and Structural and Affective Disruptions in Digital Communication. Findings indicate that learner attitudes are dynamically shaped through the interaction of intrinsic communicative motivation, perceived pedagogical presence, peer relationality, identity negotiation, technological instability, multimedia performance visibility, and heightened self-regulation demands. While infrastructural limitations and mediated performance conditions constrained participation, relational pedagogy and meaningful communicative tasks sustained engagement and supported adaptive coping. The study demonstrates that attitudes toward online Oral Communication are socially constructed within an evolving relational and technological learning ecology rather than determined solely by instructional modality. By foregrounding learners' lived experiences, this research contributes qualitative evidence to Philippine digital language education and offers pedagogical insight for designing psychologically safe and context-responsive online speaking instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED680901 |
| Database: | ERIC |
| Abstract: | Online distance learning has transformed the delivery of performance-based language subjects, particularly Oral Communication, where interactional immediacy and social presence are central to speaking development. This study explored how Senior High School ESL learners construct attitudes toward their Oral Communication class within an online distance learning modality. Employing a qualitative Narrative Inquiry design, four purposively selected conversation partners from different academic strands in a private higher education institution in Bacolod City, Philippines participated in unstructured interviews during School Year 2020-2021. Data were analyzed using Braun and Clarke's Reflexive Thematic Analysis, generating 228 meaning units organized into 18 analytic clusters and synthesized into three interrelated themes: Agentic Engagement in Online Oral Communication, Negotiated Adaptation to Online Modality, and Structural and Affective Disruptions in Digital Communication. Findings indicate that learner attitudes are dynamically shaped through the interaction of intrinsic communicative motivation, perceived pedagogical presence, peer relationality, identity negotiation, technological instability, multimedia performance visibility, and heightened self-regulation demands. While infrastructural limitations and mediated performance conditions constrained participation, relational pedagogy and meaningful communicative tasks sustained engagement and supported adaptive coping. The study demonstrates that attitudes toward online Oral Communication are socially constructed within an evolving relational and technological learning ecology rather than determined solely by instructional modality. By foregrounding learners' lived experiences, this research contributes qualitative evidence to Philippine digital language education and offers pedagogical insight for designing psychologically safe and context-responsive online speaking instruction. |
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