Students’ Insights and Motivational Beliefs in Studying English 7 and 8 through Modular Distance Learning

Modular Distance Learning (MDL) was designed and implemented by the Department of Ed­ucation (DepEd) due to the threat of COVID-19. This study utilized a descriptive qualitative design to describe the insights and motivational beliefs of grades 7 and 8 students in learning English under MDL for school year 2021-2022. The participants were students from the Sci­ence, Technology, and Engineering (STE) program of Muntinlupa National High School. The findings revealed that MDL in English is an efficacious alternative to face-to-face instruction in terms of the language exposure it provides. The students' extrinsic motivation postulates an interconnection with their intrinsic motivation; this helps them meet their language objectives. With these objectives, MDL in English emphasizes the language input-output relationship which utilizes students' reading, listening, and viewing skills in processing the language inputs while outputs are established through language tasks. This resembles a task-based language program that served as a venue for students to be engaged with different communicative opportunities that promote linguistic and interactional competency. While this is perceived to have helped the students develop their language competency, the modality has also fluctuated the language motivation of the students due to a variety of external factors such as technolo­gy-related issues, environmental distractions, and numerous activities. Results further show that the motivational beliefs of the learners are influenced by their language learning situation. With this, the reduction of activities, consideration of technological capabilities, and the pro­vision of distraction-free space are recommended.