Student's Level of English Proficiency in Distance Learning Rationale English Proficiency is the ability of students to use the English language to make and communicate meaning in spoken and written contexts while completing their program of study. English develops the skills and communication competencies we need to access and engage with learning across the curriculum. Through studying English, we work out how to understand and ask questions of ourselves, of other people, and of texts. Distance Learning refers to a learning delivery modality where learning takes place between the teacher and the learners who are geographically remote from each other during instruction. This modality has three types: Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction. With the advent of technology, online distance learning can be pretty reliable and efficient—as long as both ends (teachers and students) have a good-quality computer and a steady/fast internet connection. Teachers remotely deliver lessons to students using videosharing platforms such as Zoom, Google Meet, etc., and virtual classrooms such as Google Classroom, Edmodo, and the likes. Modular Distance Learning features individualized instruction that allows learners to use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable to the learner. Learners under Modular Distance Learning can also use other resources such as Learner’s Materials, textbooks, activity sheets, study guides, and other study materials. Usually, teachers will have to deliver appropriate learning materials. However, students can also access these materials by downloading electronic copies through their computer, tablet PC, or smartphone. Blended Learning refers to a learning delivery, combining face-to-face learning with any or a mix of online distance learning, modular distance learning, and TV/Radio-based Instruction. It will also enable schools to limit face-to-face learning, and at the same time, ensure social distancing and decrease the volume of people outside the home at any given time With schools across the United States turning to distance learning during the COVID-19 pandemic, concerns are being raised about the quality of instruction that English learners— students whose English proficiency affects their ability to meaningfully participate in school— are receiving. English learners make up nearly 10 percent of all public-school students in the United States and, even during normal times, face significant barriers to academic success. Those challenges are multiplied when instruction goes online. Philippines suffered a seven-spot drop in this year's English Proficiency Index released by international education company Education First. Despite placing 27th in this year's list, the Filipinos have been given a "high proficiency" rating with a score of 562 out of 700. The EPI was based on the results of English tests administered by Education First to 2.2 million adults from 100 countries and territories in 2019.Education First described the "high proficiency" band of English language as those countries which can make a presentation at work, understand TV shows, and read a newspaper. The Philippines also holds the second highest English proficiency in Asia, behind Southeast Asian neighbor Singapore which finished 10th in the list. Remote studies may be the future of education, but people have to adapt for this to work. Institutions should remodel all courses to conform well with this method of learning. Although the world will fall back to semi-conventional education methods after the pandemic, remote schooling will continue to be prominent. The smart move is for people to acclimatize now and find ways around any obstacles of studying from home. It is the only sure way of staying ahead as further changes come. Statement of the Problem This study aims to determine the effectiveness of Distance Learning to student’ s level of English Proficiency. Specifically, it seeks to answer the following questions: 1. What type of Distance Learning Modality is commonly used? 2. What is the level of English Proficiency of the students? 3. What are the perceptions of the student – respondents in the Distance Learning? 4. What are the advantages and disadvantages of Distance Learning? 5. Does Distance Learning have significant effects on student’s level of English Proficiency? Theoretical Background This study is supported by the theory of Transactional Distance of Michael G Moore (1980) and Second Language Acquisition Theory of James Cummins (1984). Transitional Distance theory mainly describes the learner and the educator/teacher relationship. The transactional distance is essential, according to Moore’s understanding, because the perception is grounded in distance learning within a social structure, not in its traditional form. The second element of Moore’s theory involves the autonomy of the student, as the distance between him and his teacher means that the student must adopt responsibility for his own learning. On the other hand, this study is also anchored on Jim Cummins’s Second Language Acquisition Theory. He distinguishes between two types of language; Basic Interpersonal Communications skills (BICS) and Cognitive Academic Language Proficiency (CALP) have directly influenced classroom instruction. Cummins (as cited in Baker, 2011) makes a distinction between the acquisition of social language and academic language. BICS (Basic Interpersonal Communication Skills) are classified, as the communicative skills of listening and speaking that are needed in social situations. The interactions occur in authentic social contexts and are usually context embedded, meaning they include many physical and visual supports to support the communicative exchange. BICS are not considered as demanding cognitive tasks and the language required is not specialized. These skills develop quickly in second language learners (one to two years). CALP (Cognitive Academic Language Proficiency) refers to the students’ academic learning in the various subject areas. This level of language learning is essential for students to succeed in school. It includes the oral and written production skills of speaking and writing and the oral and written comprehension skills of listening and reading in content areas. As a student gets older the context of academic tasks is reduced and the language is more cognitively demanding, meaning that there are fewer clues or supports to help students comprehend content information. This academic proficiency takes a much longer time to develop in second language learners (generally five to eight years).
