Communication Barriers in Flexible Learning of AB English Language Students

Abstract

This study was conducted to identify the communication barriers in flexible learning of 2nd year AB English Language students in the A.Y. 2020-2021. Specifically, it sought to answer the following: The  GPA (Grade Point Average) in the first and second semesters of the respondents. Additionally, this study intended to identify the communication barriers in flexible learning in terms of (a) Cognitive Barriers, (b) Emotional Barriers, (c) Environmental Barriers, and (d) Technological Barriers. This study also intended to examine the relationship between the profile of the respondents and their encountered communication barriers in flexible learning.

The researchers used the quantitative correlational research design. Questionnaires were administered through google forms to gather data. The subjects of the study included the 154 2nd-year ABEL students. Frequency counts and percentage, Average Weighted Point, and Pearson r were used as statistical tools.

Findings indicated that most of the students have satisfactory grades for both semesters in A.Y. 2020-2021.

In terms of the communication barriers, when it comes to cognitive and environmental, the respondents usually encountered them sometimes to frequently. For emotional barriers, they encountered these more frequently to sometimes, while technological barriers were the least experienced from sometimes to rarely during flexible learning.

The researchers concluded that no significant relationship was found between the respondents' GPA and their encountered communication barriers.

In addition, the teachers should offer more possible interventions for communication barriers encountered by students to facilitate flexible learning better. Also, the students should work on improving their communication skills.