Engagement, Adaptation, and Disruption in Online Oral Communication: A Narrative Inquiry into Senior High School ESL Learner Attitudes
DOI:
https://doi.org/10.64612/ijiv.v2i3.95Keywords:
Oral communication, ESL learner attitudes, online distance learning, narrative inquiry, learner engagement, pedagogical presence, digital learning ecologyAbstract
Online distance learning has transformed the delivery of performance-based language subjects, particularly Oral Communication, where interaction and social presence are essential for speaking development. This study explored the attitudes of Senior High School ESL learners toward their Oral Communication class in an online distance learning modality using a qualitative Narrative Inquiry design. Four purposively selected learners from different academic strands in a private higher education institution in Bacolod City, Philippines participated in unstructured interviews during School Year 2020–2021, and data were analyzed using Braun and Clarke’s Reflexive Thematic Analysis. Findings revealed three interrelated themes: Agentic Engagement in Online Oral Communication, Negotiated Adaptation to Online Modality, and Structural and Affective Disruptions in Digital Communication. Learners sustained engagement through intrinsic motivation, teacher presence, and peer collaboration, while adaptation involved shifts in communicative identity and recognition of communication skills as essential for future success. However, technological instability, environmental distractions, and heightened performance anxiety influenced participation. Overall, learners’ attitudes toward online Oral Communication were shaped by relational, technological, and emotional factors, highlighting the need for supportive, flexible, and psychologically safe online speaking environments.
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Copyright (c) 2026 Shara Mae M. Oliveres, Robert T. Salvador, Vince Paul Y. Lobaton, Melona Q. Guitche
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