Issues Encountered in Learning English Language Skills Using Blended Learning Modality

Abstract This study sought to determine three private schools on the Issues Encountered by Grade 10 high school students in Learning English Language Skills using Blended Learning modalities. As a descriptive mixed-method, a pilot-tested self-made online survey questionnaire with a Cronbach Alpha value of .87 (acceptable). In order to validate the survey results, a focus group discussion was conducted with twelve respondents (Grade 10 students) and twelve teachers. Recordings were transcribed and coded. The data gathered were statistically treated using frequency distribution, weighted mean, Pearson r correlation, and Point-Biserial correlation. Data were consolidated, analyzed, and interpreted to come up with conclusions and recommendations. Findings revealed that reading skill was considered most challenging to learn with a weighted mean (Xw=3.05) and was frequently encountered issues in learning English language skills using the blended learning modality by grade 10 students. While writing skill was found to be difficult with a weighted mean (Xw=2.95). On the other hand, teachers unveiled that speaking skill was considered to be the most difficult to learn, with a weighted mean of (Xw=3.15), while reading skill was ascertained to be difficult (Xw=2.97). Moreover, there was a significant relationship between students' and teachers' perceptions of the issues in learning the English subject using blended learning and the profile of the respondents. Therefore, teachers should employ new strategies and provide engaging activities suited to students' language needs and learning modes in the new normal education. Keywords: Learning Modalities, Blended Learning, English Language Skills, Issues, Learning Language Skills