Stories of the English language learners in the printed modular instruction

This study explores the lived experiences of senior high school English language learners using printed modular instruction during the pandemic. Employing a qualitative descriptive phenomenological approach, the research delves into the challenges, coping mechanisms, and the pedagogical implications of this learning modality. Findings reveal that learners struggle with comprehension, lack of feedback, and home distractions but manage through family support and self-initiative. The study underscores the need for interactive content and strong home-school collaboration to improve English language learning in modular settings.