COMPARATIVE STUDY ON ONLINE VERSUS TRADITIONAL ENGLISH AS A SECOND LANGUAGE (ESL) INSTRUCTION IN THE LENS OF MIGRANT FILIPINO TEACHERS IN CHINA: EFFECTIVENESS AND LEARNER ENGAGEMENT

This study compared online and traditional English-as-a-Second-Language (ESL) instruction as perceived by migrant Filipino teachers working in China, with particular attention to instructional effectiveness and learner engagement. Using a descriptive-correlational design, data were collected from 55 Filipino ESL teachers through a validated survey that rated effectiveness across five domains (instructional delivery, behavioral engagement, cultural adaptation, institutional support, and assessment/feedback) and learner engagement across five dimensions (behavioral, emotional, cognitive, social interaction, and instructional responsiveness). Results indicate that both modalities were perceived as effective, but traditional (face-to-face) instruction consistently received higher ratings. Overall means were 4.20 (Highly Effective) for online instruction and 4.55 (Very Highly Effective) for traditional instruction; differences were statistically significant (F = 41.20, p < .001). Learner engagement followed the same pattern (overall means: online = 3.91; traditional = 4.47; F = 42.61, p < .001). Older and more experienced teachers tended to view online instruction as less effective (negative correlations), while sex showed a significant relationship with perceptions of traditional instruction in some domains. Findings reveal the continuing strengths of in-person contexts for immediacy, social interaction, and formative feedback, while acknowledging the relative strengths and adaptability demonstrated in online delivery. Based on these results, the study proposes a targeted capability-building program emphasizing digital pedagogy, online classroom management, culturally responsive practices, and assessment literacy to strengthen ESL outcomes across modalities.