The Impact of Teaching Communication Strategies on English Speaking of Engineering Undergraduates

Tiwaporn Kongsom

King Mongkut’s University of Technology North Bangkok

Abstract

This study investigates the impact of teaching communication strategies on Thai engineering undergraduate students’
communication strategy use and strategic competence. Fifty-seven engineering undergraduate students were taught ten
communication strategies for ten weeks and responded to a self-report communication strategy questionnaire before and
after the communication strategy instruction. In order to elicit the students’ use of communication strategies, 12 of 57
students completed four speaking tasks before and after receiving the instruction. Data were collected using a self-report
communication strategy questionnaire, four speaking tasks, and a rating form indicating the level of strategic competence.
The findings from this questionnaire showed that the instruction in the use of the ten communication strategies had a positive
influence on the students’ reports of the use of those strategies. With respect to the speaking tasks, the findings showed that
the students successfully transferred all ten taught communication strategies to their utterances in the four speaking tasks
after receiving the 10 weeks of communication strategy instruction. In addition, the findings from the assessment of the
students’ level of strategic competence showed some improvement in the students’ strategic competence.

Keywords: communication strategies, communication strategy instruction, strategic competence.

Reference:chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://files.eric.ed.gov/fulltext/EJ1112240.pdf

If you choose to compare with Model A- McNiff & Whitehead, 2006, here are the components.
Title and Author of the Action Research:
Key Components Entry from your Sample AR
OBSERVE The Problem
The Impact of Communicative Language Teaching Strategies in Solving
English Oral Communication Learning Deficiency
RFLECT Reflection
I observed in this study that the author is proving that the Communicative language is very
important in improving oral communication learning deficiency of the students.
PLAN Plan of Action
The study offers a deeper understanding of the relations among CS instruction, Thai
university engineering students’ reports of CS use in the self-report communication
strategy questionnaire, their actual use of CSs in their task performance, and their
improvement in strategic competence. The benefits of communication strategy instruction
have been supported by a number of previous researchers (Dornyei, 1995; Brett, 2000;
Lam, 2004; Nakatani, 2005; Le, 2006; Lin, 2007; Maleki, 2007; Kongsom, 2009; Lam, 2010;
Maleki, 2010; Mariani 2010).
ACT Implementation
Based on the findings of the present study, some implications can be drawn. In terms of
curriculum development and syllabus design, this study provides an alternative approach
to developing students’ speaking ability. Incorporating CS training in a communicative
syllabus or the foreign language curriculum can be beneficial since strategic competence
and CSs help students cope with their communication problems.
EVALUATE Findings
In order to investigate whether teaching specific CSs can increase students’ reports of the
use of CSs, a self-report communication strategy questionnaire was administered to 57
students before and after the CS instruction. The purpose of using this questionnaire was
to gain knowledge of the students’ self-perceived use of taught and non-taught CSs in
general.
MODIFY Recommendation
The current study provides some evidence to support the potential benefits of the
instruction of CSs. Despite the argument against the teachability of CSs, this study lends
support to previous research on CS instruction and provides more empirical evidence that
the instruction of CSs is possible and desirable among second or foreign language
learners
If you choose to compare with Model A- McNiff & Whitehead, 2006, here are the components.
Title and Author of the Action Research:
Key Components Entry from your Sample AR
OBSERVE The Problem
The Impact of Communicative Language Teaching Strategies in Solving
English Oral Communication Learning Deficiency
RFLECT Reflection
I observed in this study that the author is proving that the Communicative language is very
important in improving oral communication learning deficiency of the students.
PLAN Plan of Action
The study offers a deeper understanding of the relations among CS instruction, Thai
university engineering students’ reports of CS use in the self-report communication
strategy questionnaire, their actual use of CSs in their task performance, and their
improvement in strategic competence. The benefits of communication strategy instruction
have been supported by a number of previous researchers (Dornyei, 1995; Brett, 2000;
Lam, 2004; Nakatani, 2005; Le, 2006; Lin, 2007; Maleki, 2007; Kongsom, 2009; Lam, 2010;
Maleki, 2010; Mariani 2010).
ACT Implementation
Based on the findings of the present study, some implications can be drawn. In terms of
curriculum development and syllabus design, this study provides an alternative approach
to developing students’ speaking ability. Incorporating CS training in a communicative
syllabus or the foreign language curriculum can be beneficial since strategic competence
and CSs help students cope with their communication problems.
EVALUATE Findings
In order to investigate whether teaching specific CSs can increase students’ reports of the
use of CSs, a self-report communication strategy questionnaire was administered to 57
students before and after the CS instruction. The purpose of using this questionnaire was
to gain knowledge of the students’ self-perceived use of taught and non-taught CSs in
general.
MODIFY Recommendation
The current study provides some evidence to support the potential benefits of the
instruction of CSs. Despite the argument against the teachability of CSs, this study lends
support to previous research on CS instruction and provides more empirical evidence that
the instruction of CSs is possible and desirable among second or foreign language
learners
If you choose to compare with Model A- McNiff & Whitehead, 2006, here are the components.
Title and Author of the Action Research:
Key Components Entry from your Sample AR
OBSERVE The Problem
The Impact of Communicative Language Teaching Strategies in Solving
English Oral Communication Learning Deficiency
RFLECT Reflection
I observed in this study that the author is proving that the Communicative language is very
important in improving oral communication learning deficiency of the students.
PLAN Plan of Action
The study offers a deeper understanding of the relations among CS instruction, Thai
university engineering students’ reports of CS use in the self-report communication
strategy questionnaire, their actual use of CSs in their task performance, and their
improvement in strategic competence. The benefits of communication strategy instruction
have been supported by a number of previous researchers (Dornyei, 1995; Brett, 2000;
Lam, 2004; Nakatani, 2005; Le, 2006; Lin, 2007; Maleki, 2007; Kongsom, 2009; Lam, 2010;
Maleki, 2010; Mariani 2010).
ACT Implementation
Based on the findings of the present study, some implications can be drawn. In terms of
curriculum development and syllabus design, this study provides an alternative approach
to developing students’ speaking ability. Incorporating CS training in a communicative
syllabus or the foreign language curriculum can be beneficial since strategic competence
and CSs help students cope with their communication problems.
EVALUATE Findings
In order to investigate whether teaching specific CSs can increase students’ reports of the
use of CSs, a self-report communication strategy questionnaire was administered to 57
students before and after the CS instruction. The purpose of using this questionnaire was
to gain knowledge of the students’ self-perceived use of taught and non-taught CSs in
general.
MODIFY Recommendation
The current study provides some evidence to support the potential benefits of the
instruction of CSs. Despite the argument against the teachability of CSs, this study lends
support to previous research on CS instruction and provides more empirical evidence that
the instruction of CSs is possible and desirable among second or foreign language
learners
If you choose to compare with Model A- McNiff & Whitehead, 2006, here are the components.
Title and Author of the Action Research:
Key Components Entry from your Sample AR
OBSERVE The Problem
The Impact of Communicative Language Teaching Strategies in Solving
English Oral Communication Learning Deficiency
RFLECT Reflection
I observed in this study that the author is proving that the Communicative language is very
important in improving oral communication learning deficiency of the students.
PLAN Plan of Action
The study offers a deeper understanding of the relations among CS instruction, Thai
university engineering students’ reports of CS use in the self-report communication
strategy questionnaire, their actual use of CSs in their task performance, and their
improvement in strategic competence. The benefits of communication strategy instruction
have been supported by a number of previous researchers (Dornyei, 1995; Brett, 2000;
Lam, 2004; Nakatani, 2005; Le, 2006; Lin, 2007; Maleki, 2007; Kongsom, 2009; Lam, 2010;
Maleki, 2010; Mariani 2010).
ACT Implementation
Based on the findings of the present study, some implications can be drawn. In terms of
curriculum development and syllabus design, this study provides an alternative approach
to developing students’ speaking ability. Incorporating CS training in a communicative
syllabus or the foreign language curriculum can be beneficial since strategic competence
and CSs help students cope with their communication problems.
EVALUATE Findings
In order to investigate whether teaching specific CSs can increase students’ reports of the
use of CSs, a self-report communication strategy questionnaire was administered to 57
students before and after the CS instruction. The purpose of using this questionnaire was
to gain knowledge of the students’ self-perceived use of taught and non-taught CSs in
general.
MODIFY Recommendation
The current study provides some evidence to support the potential benefits of the
instruction of CSs. Despite the argument against the teachability of CSs, this study lends
support to previous research on CS instruction and provides more empirical evidence that
the instruction of CSs is possible and desirable among second or foreign language
learners
If you choose to compare with Model A- McNiff & Whitehead, 2006, here are the components.
Title and Author of the Action Research:

Key Components Entry from your Sample AR

OBSERVE The Problem

The Impact of Communicative Language Teaching
Strategies in Solving
English Oral Communication Learning Deficiency
The Problem
The Impact of Communicative Language Teaching
Strategies in Solving English Oral Communication
Learning Deficiency
REFLECT Reflection
In this study, the author demonstrates that communicative
language is very significant in addressing students' oral
communication learning deficiencies.
PLAN Plan of Action
The study offers a deeper understanding of the relations
among CS instruction, Thai university engineering
students’ reports of CS use in the self-report
communication strategy questionnaire, their actual use of
CSs in their task performance, and their improvement in
strategic competence. The benefits of communication
strategy instruction have been supported by a number of
previous researchers (Dornyei, 1995; Brett, 2000; Lam,
2004; Nakatani, 2005; Le, 2006; Lin, 2007; Maleki, 2007;
Kongsom, 2009; Lam, 2010; Maleki, 2010; Mariani 2010).
ACT Implementation
Some conclusions can be derived based on the current
study's findings. This study offers an alternative strategy to
strengthening students' speaking abilities in terms of
curriculum creation and syllabus design. Incorporating CS
 training into a communicative syllabus or a foreign
language curriculum might be advantageous because
strategic competence and CSs assist students in coping
with communication challenges.
EVALUATE Findings
To determine if teaching specific CSs may enhance
students' reports of CS use, a self-report communication
strategy questionnaire was presented to 57 students before
and after CS education. The goal of utilizing this
questionnaire was to learn about students' self-perceived
use of taught and untaught CSs in general.
MODIFY Recommendation
The current study provides some data to suggest the
possible benefits of CSs teaching. Despite the arguments
against the teachability of CSs, this study offers support to
earlier research on CS education and provides more
empirical evidence that CS training is doable and desirable
among second or foreign language learners.

LEARNING EPISODE 3: PARTCIPATION AND TEACHING ASSISTANSHIP

Your artifacts will be a full blown completed Action Research

Title: Level of Readiness of Grade 7 Students on Online Distance Learning Modality: Basis for Action Planning

Author:

JEANETTE Q. ALVAREZ

Head Teacher III

Jacobo Z. Gonzales Memorial National High School

Link: https://www.depedbinan.com/media/research/SDO-RES_001.433_A4731_2021.pdf

Abstract

In order to help the teachers in providing quality basic education and appropriate technical assistance, the researcher
assessed Grade 7 students9 readiness on Online Distance Learning (ODL) modality in terms of availability of ICT
equipment, level of proficiency/competence of student-respondents in using the different Software and platform, level of
competency of student-respondents9 family member/s and friends/neighbor/s in using the different computer software and
online and internet applications and communication platforms.

For this study, the researcher used descriptive quantitative research design to describe students9 self-assessment on their
readiness on Online Distance Learning (ODL). A survey questionnaire using google form were used for the student-
respondents. This research instrument was adopted from the assessment tool provided by the Department of Education
(DepEd) as stipulated in DepEd Memorandum No. 119 s. 2020 entitled “Conduct of school Readiness Assessment on Online
Learning”. The first part concentrated on the profile of the student-respondents. The second part focused on student9s self-
assessment on their readiness on online distance learning modality.

Based on the results, the student-respondents are not yet ready for online distance learning in terms of availability of ICT
equipment and internet accessibility. The researcher concluded that the students9 decision to adopt e-learning is not
contingent upon how familiar they are with related technology because majority of them are not knowledgeable in MS
Word, MS Excel, MS Power point, Adobe, Movie Maker, Microsoft Teams, Hangouts, Quiz Maker and majority are
beginner in Zoom and Google Meet. Parents/Guardians, friends, and neighbors of student respondents can provide technical
assistance and support because majority of them are competent in using computer software and in using different online and
internet applications and communication platforms.

Introduction
 The global outbreak of the highly contagious new coronavirus known as COVID-19 creates challenges to various sectors
of society. Basic education is among the sectors heavily affected. In response to this challenge, the Department of Education
(DepEd) developed Basic Education Learning Continuity Pan (BELCP) in order to provide clear directions and learning
delivery strategy. Schools must find ways for learning to continue amidst the threat and uncertainties brought about by
COVID-19, while ensuring the health, safety, and well-being of all learners, teachers, and personnel.

Based on DepEd Order No. 12 s, 2020 entitled Adoption of the Basic Education Learning Continuity Plan for School
Year 2020-2021 in Light of the COVID19 Public Health Emergency dated June 19, 2020, the BE-LCP emphasizes that
learning opportunities to students may be provided through blended distance modalities, until any prohibition by the
Department of Health (DOH), the Inter-Agency Task Force for the Management of Emerging Infectious Diseases in the
Philippines (IATF), or the President for face-to-face learning in schools is lifted. Distance learning will be a key modality of
learning delivery in the incoming school year.

This study focused on Online Distance Learning Modality. Based on these concepts, the researcher believes that
identifying the level of readiness of the students will be timely and beneficial in order to continuously provide quality basic
education. Specifically, it focused on availability of ICT equipment, level of proficiency/competence of student respondents
in using different Software and platform, level of competency of student-respondents9 family member/s and
friends/neighbor/s in using the different computer software and online and internet applications and communication
platforms.

According to Ouma, G. Awuor, F., and Kyambo, B. (2013), as e-learning becomes useful to learning institutions
worldwide, an assessment of e-learning readiness is essential for the successful implementation of e-learning as a platform
for learning. Success in e-learning can be achieved by understanding the level of readiness of e-learning environments.

The researcher believes that this study will enhance the teaching and learning process, specifically instruction. The
information created by the research can thus assist the educational leaders in optimizing their policies, thereby helping to
provide appropriate technical assistance. Teachers will be more enlightened on the technical assistance for and needs of the
students. It will also improve their skills because it offers teachers effective ways to reach different types of learners and
assess student understanding through multiple means.

Methodology

The researcher gathered information from sixty (60) out of one hundred ninety-five (195) Grade 7 students enrolled in
online distance learning modality at Jacobo Z. Gonzales Memorial National High School, Biñan City, Laguna. The
researcher used simple random sampling technique in identifying the student respondents.

For this study, the researcher used descriptive quantitative research design to describe students’ self-assessment on their
readiness on Online Distance Learning. Descriptive-survey research includes studies that provide simple information about
the frequency or amount of something.

A survey questionnaire using google form was used for the student-respondents. This research instrument was adopted
from the assessment tool provided by the Department of Education (DepEd) as stipulated in DepEd Memorandum No. 119,
s. 2020 entitled “Conduct of School Readiness Assessment on Online Learning”. The first part concentrated on the profile of
the student-respondents. The second part focused on students9 self-assessment on their readiness on online distance learning
modality.

Descriptive statistics was used. The frequency count and percentage were used to describe the demographic profile of the
student-respondents in terms of sex, family monthly income, highest educational attainment, and the level of student9s
readiness on online distance learning.

The researcher assessed the student9s readiness in availability of ICT using the scale none, personally owned, and owned
by a member of the family.

The students assessed and evaluated their ICT knowledge/skills using the scale Not Knowledgeable (I have no idea about
the program/s), Beginning (I have knowledge about the computer program but I only use them when somebody guides me),
and Proficient (I use these programs with ease and efficiency without the need for technical help).

The level of competency of student-respondents9 family member/s and friends/neighbor/s in using the different computer
software and online and internet applications and communication platforms were assessed by answering Yes or No.
Result

Based on the result, forty-two (42) out of 60 which is 70% of student-respondents are female while 18 out of 60 students
which is 30% are male.

Twenty-one (21) out of 60 which is 35% of student-respondents has P5, 001-P15, 000 Family Monthly Income; and 6
(10%) out of 60 student-respondents has P35, 001 and above Family Monthly Income.

The data show that 15 (25%) out of 60 of the parents /guardians of the student-respondents are high school graduate; and
only 3 (5%) parent/guardian is elementary undergraduate, elementary graduate and college graduate, respectively.

Based on the assessment of student9s readiness in availability of ICT Equipment, 30 (50%) out of 60 student-
respondents have no available desktop computer/netbook/ tablet, 21 (35%) personally owned desktop computer/ netbook/
tablet, and 12 (15%) have desktop computer/ netbook owned by a member of the family.

Thirty-nine (39) out of 60 student-respondents or 65% personally owned smart phones, 12 (20%) have no smart phones,
and 9 (15%) have smart phone owned by a member of the family. Twenty-one (21) 35% have no internet connection/router,
21 (35%) personally owned internet, and 18 (30%) have internet connection / router owned by a member of the family.

The data shows that 27 (45%) out of 60 student-respondents are knowledgeable in MS Word while 15 (15%) are
proficient; 12 (45%) are knowledgeable in MS Excel while 9 (15%) are proficient; 27 (45%) are knowledgeable in MS
Power point while 15 (25%) are proficient; 36 (60%) are knowledgeable in Adobe while 6 (10%) are proficient; 42 (70%)
are knowledgeable in Movie Maker while 9 (15%) are beginner and proficient; 36 (60%) are knowledgeable in Microsoft
Teams while none (0) is proficient; 48 (60%) are beginner in Zoom while none (0) is proficient ; 39 (65%) are
knowledgeable in Hangouts while none (0) is proficient ; 39 (65%) are knowledgeable in Quiz Maker while 3 (5%) is
proficient ; and 33 (55%) are beginner in Google Meet while 3 (10%) is proficient.

Thirty (30) out of 60 which is 50% of family members are competent in using computer software applications while 30
(50%) not competent; and 42 (70%) out of 60 family member/s of student-respondents are competent in using different
online and internet applications and communication platforms while 12 (30%) are not competent.

The result shows that 45 (75%) out of 60 friend/s, neighbor/s of the student-respondents are competent in Using Computer
software Applications while 15 (25%) are not competent; and 45 (75%) out of 60 friend/s, neighbor/s of the student-
respondents are competent in using different online and internet applications and communication platforms while 15 (25%)
are not competent.

Discussion

From the formulated findings, the researcher arrived in the following conclusions: The student-respondents are not yet
ready on online distance learning in terms of availability of ICT equipment and internet accessibility. The students’ decision
to adopt e-learning is not contingent upon how familiar they are with related technology because majority of them are not
knowledgeable in MS

Word, MS Excel, MS Power point, Adobe, Movie Maker, Microsoft Teams, Hangouts, Quiz Maker and majority are
beginner in Zoom and Google Meet.

Based on the results, parents/ guardians can provide technical assistance and support because majority of them are
competent in using computer software and in using different online and internet applications and communication platforms.

Friends and neighbors of the student-respondents can also provide technical assistance and support in online learning
because majority of them are competent in Using Computer software Applications and in using different online and internet
applications and communication platforms

In light of the conclusions made based on the findings of the study and in the context of delivering high-quality online
distance learning, the researcher recommends the following:

The school should consider the availability of the students9 devices and internet access because it significantly influences.

Student’s readiness on the conduct of online teaching and learning modality.

There is a need to recommend other form of learning modality to those students who have no appropriate gadgets and
internet connection for online learning.
 The school should provide proper training among students in using different computer programs, software applications,
platforms and internet application.

The school should provide technical support in terms of gadgets and internet to have easy access and conduct proper
orientation among parents and guardians to continuously support the students9 online distance learning.

The school/teachers need/s to establish partnership and collaboration in the community which includes friends, neighbor
and local officials to ensure learning continuity.

Acknowledgement

The researcher wishes to express her deepest thanks and gratitude to the following persons for their invaluable contributions
which led to the completion of this research:

Mr. Oliver P. Caliwag, Principal of Jacobo Z. Gonzales Memorial National High School for giving her an opportunity to
conduct this action research in this school;

Mr. Joel J. Valenzuela, Education Program Supervisor (Araling Panlipunan) of Division of Biñan City, for providing her
technical assistance, guidance, and encouragement to do this research;

Mrs. Leonora M. Ogania, for exerting efforts and for sharing her expertise in this field;

Mr. Edward Manuel Planning and Research Officer, SDO Biñan City for constructive comments and suggestions for the
improvement of this study;

Grade 7 students, parents, and teachers of Jacobo Z. Gonzales Memorial National High School who have been very
accommodating and helpful throughout the course of this action research;

Mrs. Jermaine B. Alatiit, chief adviser of Grade 7, who willingly supported the researcher throughout the conduct of the
study.

Mr. Ronel V. Alvarez, the loving and supportive husband of the researcher for the love, care, support, and motivation; and
lastly, the Almighty God, the source of knowledge, strength, and wisdom.

References

•Ouma, G., Awuor, F., and Kyambo, B., (2013) E-learning Readiness in Public Schools in Kenya, European Journal of
Open, Distance Learning, ISSN 1027- 5207.

•Department of Education (2020). DepEd Order No. 12 s, 2020, Adoption of the Basic Education Learning Continuity Plan
for School Year 2020-2021 in Light of the COVID19 Public Health Emergency.

•Department of Education, (2020). DepEd Memorandum No. 119, S. 2020. Conduct of School Readiness Assessment on
Online Learning.

Title: The Face-to-Face Learning Environment

Describe the physical environment:

The physical environment of the school reflects the importance of safe, clean, and comfortable surroundings in creating a
positive school climate in which students can learn. It assesses the level of maintenance, ambient noise, lighting, indoor air
quality, and/or thermal comfort of the school's physical structure, as well as its location within the community.

Describe the psychological environment:

Teachers communicate within the psychological environment through their attitudes, feelings of excitement, values, and
principles. Most students enter the educational process expecting to be encouraged and assisted in their learning. The
psychological environment in the classroom sets the stage for the expression of ideas, opinions, and attitudes, the asking of
questions, and the investigation of concerns. Essentially, the quality of relationships among students as well as between
students, teachers, other school personnel, and school leadership.

Describe the social environment:

Positive social environments promote acceptance, kindness, forgiveness, and opportunities to make mistakes without
consequences. These gentle learning environments can be incredibly important for diverse students.
Title:
Level of Readiness of Grade 7 Students on Online Distance Learning Modality: Basis for Action Planning
Author:
JEANETTE Q. ALVAREZ
Head Teacher III
Jacobo Z. Gonzales Memorial National High School
Link: https://www.depedbinan.com/media/research/SDO-RES_001.433_A4731_2021.pdf
Abstract
In order to help the teachers in providing quality basic education and appropriate technical assistance, the
researcher
assessed Grade 7 students9 readiness on Online Distance Learning (ODL) modality in terms of availability of ICT
equipment, level of
proficiency/competence of student-respondents in using the different Software and platform, level of competency of
student-
respondents9 family member/s and friends/neighbor/s in using the different computer software and online and internet
applications
and communication platforms.
For this study, the researcher used descriptive quantitative research design to describe students9 self-assessment on their
readiness on Online Distance Learning (ODL). A survey questionnaire using google form were used for the student-
respondents. This
research instrument was adopted from the assessment tool provided by the Department of Education (DepEd) as stipulated in
DepEd
Memorandum No. 119 s. 2020 entitled <Conduct of school Readiness Assessment on Online Learning=. The first part
concentrated on
the profile of the student-respondents. The second part focused on student9s self-assessment on their readiness on online
distance
learning modality.
Based on the results, the student-respondents are not yet ready for online distance learning in terms of availability of ICT
equipment and internet accessibility. The researcher concluded that the students9 decision to adopt e-learning is not
contingent upon
how familiar they are with related technology because majority of them are not knowledgeable in MS Word, MS Excel, MS
Power
point, Adobe, Movie Maker, Microsoft Teams, Hangouts, Quiz Maker and majority are beginner in Zoom and
Google Meet.
Parents/Guardians, friends, and neighbors of student respondents can provide technical assistance and support because
majority of
them are competent in using computer software and in using different online and internet applications and communication
platforms.

Introduction
The global outbreak of the highly contagious new coronavirus known as COVID-19 creates challenges to various sectors of
society. Basic education is among the sectors heavily affected. In response to this challenge, the Department of Education
(DepEd)
developed Basic Education Learning Continuity Pan (BELCP) in order to provide clear directions and learning delivery
strategy. Schools
must find ways for learning to continue amidst the threat and uncertainties brought about by COVID-19, while ensuring the
health,
safety, and well-being of all learners, teachers, and personnel.
Based on DepEd Order No. 12 s, 2020 entitled Adoption of the Basic Education Learning Continuity Plan for School Year
2020-
2021 in Light of the COVID19 Public Health Emergency dated June 19, 2020, the BE-LCP emphasizes that learning
opportunities to
students may be provided through blended distance modalities, until any prohibition by the Department of Health (DOH),
the Inter-
Agency Task Force for the Management of Emerging Infectious Diseases in the Philippines (IATF), or the President for
face-to-face
learning in schools is lifted. Distance learning will be a key modality of learning delivery in the incoming school year.
This study focused on Online Distance Learning Modality. Based on these concepts, the researcher believes that identifying
the level of readiness of the students will be timely and beneficial in order to continuously provide quality basic education.
Specifically,
it focused on availability of ICT equipment, level of proficiency/competence of student respondents in using different
Software and
platform, level of competency of student-respondents9 family member/s and friends/neighbor/s in using the different
computer
software and online and internet applications and communication platforms.
According to Ouma, G. Awuor, F., and Kyambo, B. (2013), as e-learning becomes useful to learning institutions worldwide,
an
assessment of e-learning readiness is essential for the successful implementation of e-learning as a platform for learning.
Success in
e-learning can be achieved by understanding the level of readiness of e-learning environments.
The researcher believes that this study will enhance the teaching and learning process, specifically instruction.
The
information created by the research can thus assist the educational leaders in optimizing their policies, thereby helping to
provide
appropriate technical assistance. Teachers will be more enlightened on the technical assistance for and needs of the students.
It will
also improve their skills because it offers teachers effective ways to reach different types of learners and assess student
understanding
through multiple means.

Methodology
The researcher gathered information from sixty (60) out of one hundred ninety-five (195) Grade 7 students enrolled in online
distance
learning modality at Jacobo Z. Gonzales Memorial National High School, Biñan City, Laguna. The researcher used
simple random
sampling technique in identif