Speech Classes During COVID-19 Pandemic: Challenges Faced by the Classroom Teachers

Abstract

The research study aimed at assessing the various difficulties that speech teachers had in delivering lessons during the distance learning era. The various phenomena and themes that emerged from the survey were determined using a descriptive research design. The survey was conducted to collect information about the various characteristics and behavior of speech teachers. It also explored the factors that influenced their decisions and actions when it came to addressing the pandemic. The repeated themes that emerged, include low motivation, altered activities, unstable internet connection, comprehension, questionable output integrity, delayed submissions, in-person monitoring, and the system of communicating with inactive students in online mode.

Full text

Pakistan Journal of Distance & Online Learning
Volume: VIII, Issue I, 2022, 53–70
Speech Classes During COVID-19 Pandemic:
Challenges Faced by the Classroom Teachers
Louie P. Gula
1
Abstract
The research study aimed at assessing the various difficulties that speech
teachers had in delivering lessons during the distance learning era. The
various phenomena and themes that emerged from the survey were
determined using a descriptive research design. The survey was conducted
to collect information about the various characteristics and behavior of
speech teachers. It also explored the factors that influenced their decisions
and actions when it came to addressing the pandemic. The repeated themes
that emerged, include low motivation, altered activities, unstable internet
connection, comprehension, questionable output integrity, delayed
submissions, in-person monitoring, and the system of communicating with
inactive students in online mode.
Keywords: Teaching, Learning, Speech Classes, Challenges,
COVID-19, English Classes, Speech Communication
1
Junior High School Department, Saint Joseph College, Philippines.
Email: louiegula24@gmail.com

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Introduction
The COVID-19 pandemic is undoubtedly a public health threat. As a result
of an unexpected public health catastrophe, the country and the world as a
whole are facing new challenges. The students, educators, and institutions
worldwide were significantly affected by CVID-19 (Mailizar, 2020).
Even though in-person and flexible learning has been hosted by the
pandemic, the education sector has to reconsider the use of technology for
immediate student and teacher remote learning (Jones, 2005). Therefore,
whether or not the effects of urgent distant learning are advantageous,
educational institutions throughout the globe are being compelled to
comprehend, experience, and accept vast and quick change (Hung, et al.,
2010).
Oral communication topics are one of the areas in the education sector
that have seen a major shift in delivery methods with challenging strategies
in place. From traditional assessment methods to more complex individual
interactions as the basis for mastering and deep understanding of the
lessons (Gula, L. P., & Sumayang, K., 2022).
On school matters, this highlights the challenges the administration
has faced in supporting teachers and students during the school year. In
addition, as current instructors, to let parents know how they have helped
and facilitated their children in learning the topic of communication
courses, the only teacher who maintains open lines of communication
supports the learning at home (Lightbown & Spada, 2013). Additionally,
they get the education and training they need to do their duties
successfully. Another factor that is more likely to impact how well
learning activities for distant education work is the availability of a robust
system of communication between instructors, parents or guardians, and
students (Nunez, 2021).
To respond the emergent situation, a modular method of instruction
was utilized. Modular teaching is one of the most widely used and
respected teaching and learning approaches throughout the world (Isaacs,
& Trofimovich, 2017). A modular method is used in almost every topic,
including environmental education. It takes into consideration the qualities
of the learners, requiring preparation for the best teaching strategies to
support the person's growth and development at his or her speed (Sejpal,
2013). Substituting a teaching module for a textbook while teaching
English may promote active learning, offer opportunities to groom critical
thinking, and enhance problem-solving skills (Müller, 2012).
Additionally, it gives the lecturer the chance to do formative evaluations
in the classroom. As a consequence, it is crucial to improve how these
activities are implemented in classrooms so that students are motivated to

Evaluating Teacher Performances in Distance Education …. 55
take part as well as participate (Gula, 2022). The teaching and learning
environment may be impacted by the styles, topics, depth of subject
coverage, and arrangement of standardized textbooks (Cheng & Abu
Bakar, 2017).
The synchronous chat function is a significant part of online course.
There are many uses for these sessions, but lectures and instructor Q&A
sessions are by far the most popular. In some situations, it is anticipated
that students will have the tools necessary to communicate through audio
and video with their teacher and other classmates. With the use of web
conferencing, students who would typically deliver their final presentation
in front of a large audience now do so (Guo, 2015). Some academic
institutions demand that students conduct oral presentations online
(Campbell & Larson, 2013).
Review of Related Literature
Communication studies are necessary since every administrative task and
function requires some kind of direct or indirect communication. Whether
they are leading and supervising or planning and coordinating, school
administrators cooperate with and through other individuals. This implies
that both personal and organizational effectiveness is influenced by each
person's communication skills (Brun, 2010; Summers, 2010). It is logical
to infer that a lack of effective communication is one of the factors that
most inhibits organizational efficiency (Lutgen-Sandvik, 2010).
Communication is the act of conveying information and public
understanding from one person to another (Keyton, 2011).
"Communicating" suggests "making common," "making known," or
"sharing," and covers oral, nonverbal, and electronic ways of human
interaction. The name "communication" is derived from the Latin word
"communis," which means "common" (Velentzas and Borni, 2014). The
idea stresses that communication does not start unless there is a common
understanding as a result of information sharing (Cheney, 2011). By
exchanging thoughts, ideas, and the like, this process of making common
and recognized is done. Sharing thoughts and ideas may be done via
writing, gestures, signs, signals, emotion, and more. People are considered
to be in touch when they engage in conversation, have a phone call, or
write each other letters to share information. Communication is centered
on the sharing of information, whether it be verbal or written (Velentzas
and Borni, 2014).
Several interpersonal skills must also be used throughout the
communication process. Some of these include speaking, listening,
observing, conducting interviews, analyzing, interpreting, and assessing.

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Receivers of messages must be able to grasp the sender's intention, take
into account the message's context, clear up any misconceptions, correctly
decode the information, and decide how to respond to it. Such skills are
necessary for learning, forming wholesome relationships, building
community, and succeeding in the workplace (Velentzas and Borni, 2014).
This global catastrophe has shown the effects long after a pandemic has
gone, just like all others before it. To combat the Covid-19 outbreak,
several countries have instituted curfew and lockout policies from the
beginning (Alawamleh, 2020). From March 15 until May 30, 2020,
Jordan's educational institutions will be closed. Institutions have thus
turned to online continuing education via platforms like Google Meet.
Since virtual communication differs from face-to-face communication, it
is obvious that this influences communication. In this section, we'll look
at the following sub-topics to have a deeper understanding of the problem.
The majority of authors define online learning as using technology to
access learning activities (Benson, 2002; Conrad, 2002). Online learning
is characterized by Benson (2002) and Conrad (2002) as a more modern
form of distance learning that increases access to educational opportunities
for students who are both atypical and unsuccessful. Numerous scholars
argue about the connectivity, mobility, and interactivity of online learning
as well as its value (Ally, 2004). Like Benson (2002), Hiltz and Turoff
(2005) state categorically that online learning is a modernized form of
distant learning. These researchers believe there is a connection between
distant education or learning and online learning, as do many others, but
seem insecure in their elaborate narratives (Moore et al., 2011).
Second, face-to-face instruction takes place when teachers and pupils
get together at the same time and location. Sessions run simultaneously
when learning in person. There is no need for communication technology
during face-to-face interaction (Caner, 2012).
The institutional, classroom and individual responses to the pandemic
are the subjects of articles and growing research, which provides insight
into how we might create virtual classroom environments that support
learning while meeting COVID-19's demands. Excellent pandemic
pedagogy includes a focus on student mental health and well-being
(Gigliotti, 2020; Burke, 2021) an understanding of technical challenges
and access issues (Turner et al., 2020; Burke, 2021; Singh, 2021), and a
commitment to engaged teaching and learning (Turner et al., 2020;
Jenkins, 2021; Lederman, 2021).

Evaluating Teacher Performances in Distance Education …. 57
Purpose of the Study
The primary goal of this article is to highlight the difficulties that teachers
have encountered while dealing with speech classes during the pandemic
at the Junior High School level. It also points out how the teachers
addressed the challenges in the meantime.
Research Methodology
This research study aims to investigate the challenges that speech instructors
encountered during the COVID-19 pandemic. This is done to ascertain the
numerous circumstances that instructors deal with while dispensing modules
of instruction and monitoring pupils' learning progress. The behavior,
demographics, and experiences of the respondents were recorded using a
descriptive-survey research methodology. They answer inquiries on their core
traits, recent experiences, and behavior about the issue.
Research Design
Using a descriptive research methodology, the following difficulties
experienced by teachers teaching speech communication courses during
the COVID-19 pandemic were discovered. With the use of the researcher-
made questionnaire, it is possible to ask instructors about their
experiences, which will then be transcribed to identify any recurrent
themes that are pertinent. Non-experimental descriptive research aims to
describe the features of events as they take place (Schwarzkopf, 2008). A
population, circumstance, or phenomenon are carefully and systematically
described in a descriptive study. A descriptive research plan may use a
variety of research techniques to investigate one or more variables. In
contrast to an experimental study, the variables are observed rather than
adjusted or altered by the researcher (McCombes, 2020). Then, themes are
discovered using a recurrent phenomenon.
Population and Sample
Only English teachers were eligible to participate in this survey. In total,
six people took part in the study. The respondents were English teachers
from various schools who had previously taught oral speech
communication at the Junior High School level. Respondents were chosen
based on characteristics such as educational attainment in line with an
English major program, length of service of more than three months, and
grade and year level taught. Eligible participants are only licensed,
professional teachers in the Philippine standards.

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Research Instrument
The data for this study is collected through online communication methods
such as messenger, phone conversations, and video chats. A questionnaire
is a tool created by the researcher. It includes the respondents' demographic
questions as well as open-ended questions.
Results and Discussion
The replies range in age from 20 to 30 years old, and three of them have
had teaching experience ranging from five months to two years. The other
four respondents had just received their bachelor's degrees, while
respondent C was finishing up his Master's degree in the English field.
English is the subject of Respondent A's Bachelor of Arts degree. They
were all associated with a certain school that enrolled them in different
English-related courses.
Table 01
Detailed Responses
Respondent A
1. What challenges did
the pandemic create
as you tried to teach
speech
communication?
Teaching oral communication should be fun and
simple, but I've seen a new learning style during
this pandemic in which exercises are usually
wrong and frequently modified. I've had trouble
with students losing interest in the subject, and
some of them submit modules late since most of
them study in a decentralized manner.
2. How did students
find it challenging to
acquire speech
communication
concepts during the
pandemic?
The majority of students have trouble with their
internet connection, which hinders them from
attending lectures and viewing debates. The
bulk of activities and projects are handled
utilizing a recorded presentation; unfortunately,
the internet connection is severely inconsistent.
3. What obstacles did
the school face in
handling Speech
Communication
lessons during the
pandemic?
During the pandemic, our school came into
challenges with module distribution and
retrieval by barangay. The designated
instructors must dedicate time and effort to
dispersing and retrieving the modules.

Evaluating Teacher Performances in Distance Education …. 59
4. What measures did
you take to remedy
the issue? Was it
successful?
Knowing the kids' profiles helped me tackle the
issue. Then, if they can't submit the module on
time, contact them, and it worked!
Respondent B
1. What challenges did
the pandemic create
as you tried to teach
speech
communication?
Students are unable to execute their
obligations properly, which is one of the
challenges I've experienced when teaching
oral communication courses during the
pandemic.
2. How did students
find it challenging to
acquire speech
communication
concepts during the
pandemic?
They struggle to grasp the lessons because the
instructor did not explore and clarify the
lessons and concerns in person.
3. What obstacles did
the school face in
handling Speech
Communication
lessons during the
pandemic?
We don't have any since we're employing a
modular class.
Respondent C
1. What challenges did
the pandemic create
as you tried to teach
speech
communication?
2. How did students
find it challenging to
acquire speech
communication
concepts during the
pandemic?
3. What obstacles did
the school face in
handling Speech
Communication
Not seeing your student in person is a huge
concern, and I mean this in all subject areas.
Specifically, we're talking about oral
communication, which means we deal with
diverse presentations on various occasions. We
can’t adjust gestures, intonation, diction, and the
proper manner of presenting the information.
A student may have difficulties recognizing
what is proper or wrong in their speech, making
it difficult for them to correct their work. How
would they know if they are right at first?
Modules can only teach students so much,
unlike when we, the teacher, are educating
them directly, not just digitally but physically.
The school assists us by finding out how to
disseminate and build modules, but they are
inadequate as a learning tool for speech
communication. Since this involves

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lessons during the
pandemic?
communication, interactive messages between
the sender and recipient are required. The
problem is that as a teaching tool, a modular or
even an online soft copy falls short.
4. What measures did
you take to remedy
the issue? Was it
successful?
We advise them on how to use Facebook or
messaging applications to handle the issue, but
to be honest, this is insufficient to solve it. To
put it another way, there are theoretically
possible solutions that are difficult to
implement in this situation.
Respondent D
1. What challenges did
the pandemic create as
you tried to teach speech
communication?
2. How did students
find it challenging to
acquire speech
communication
concepts during the
pandemic?
One of the challenges I encountered while
teaching oral communication during the
pandemic was the lack of a reliable internet
connection, which made it impossible for me to
ensure that all of the students understood the
discussion or voiced their concerns.
Additionally, it was challenging to get in touch
with students who weren't active on social
media. Due to their poor desire and adjustment
to this new normal of education, students might
be difficult to communicate with; it can also be
challenging to hold their interest during
discussions; and giving courses, particularly
when utilizing video-recorded classes, can be a
little challenging.
Students had several difficulties in understand-
ding oral communication classes during the
epidemic, including the following: a. Since
they can't access and participate in the
discussion because of their bad internet
connection, they learn less; b. passive
participation; c. Not all inquiries or inquiries
get immediate responses; d. Some students
struggle with technology, which is one of the
main reasons they decide not to participate in
the activities because they are ashamed to
admit it and ask for assistance; as a result, they
get poor grades; e. Some students have trouble
fully understanding the lecture's material; f.
Their classroom environment is not conducive
to learning; g. Since there is no physical
contact, there is a tendency for rote learning to
take place, which causes the pupils' acquired

Evaluating Teacher Performances in Distance Education …. 61
3. What obstacles did
the school face in
handling Speech
Communication
lessons during the
pandemic?
information to be quickly lost; h. The topic is
challenging for some students to understand on
their own, especially those who adopt the
modular learning style; i. Since some parents
are reacting to the modules rather than the
students, learning cannot take place.
When queries from kids are not swiftly
addressed, misunderstandings occur. As a
result, some parents visit the school to express
their displeasure; in other instances, parents get
so furious that they yell in the office without
first considering their child's performance. In
addition to that, the system is another problem
the school is facing. Since our system is always
changing, it could be challenging for us
teachers to do our work. However, we must
keep going because we believe that these
changes will be good for the pupils.
4. What measures did
you take to remedy
the issue? Was it
successful?
Regarding the interaction problem, I take care
to make my PowerPoint presentation simple to
follow by minimizing the use of too wordy or
monotonous passages. Additionally, I took
care to just utilize verbal explanations and
phrases. A part with questions and answers is
also provided, which I believe is helpful. In
addition, I phoned the professors who advise
the students I have trouble interacting with to
ask for help in resolving the problem. I also
deal with these circumstances by telling my
students what outputs they haven't met.
Respondent E
1. What challenges did
the pandemic create
as you tried to teach
speech
communication?
2. How did students
find it challenging to
acquire speech
communication
concepts during the
pandemic?
I've seen that students often hesitate to answer
during a chat and always complain that their
internet connection is unstable or that their
microphone is broken.
They were so shy that they were unable to
express their ideas and views.

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Respondent F
1. What challenges did
the pandemic create
as you tried to teach
speech
communication?
2. How did students
find it challenging to
acquire speech
communication
concepts during the
pandemic?
There were minimal variances in terms of
education since everything was done online.
We are unable to take part in in-person courses.
Most of my kids went to an after-school
English academy before the outbreak. When
the epidemic hit, they could only visit there a
few times a week, or they had to manage things
online, which they sometimes found
monotonous.
THEMES
1. Difficulties faced while teaching Speech Communication during
the pandemic
Insufficient motivation
Activities that have been altered
Unreliable internet access
It is impossible to know if the students comprehend the topic since some
students opt not to ask questions or speak out about their concerns.
Unreliable results and late submission cannot be corrected directly and
personally. The problem is making a follow-up to students who are
inactive on social media. The viewpoint on motivation entails
diminishing or even disregarding the difference between students'
internal drives or energies and the actions they display in public to
show these energies. The two are regarded as the same or almost so
(Seifert, K. & Sutton, R., 2012). When the other way around will
happen, thus, demotivation arises.
2. Difficulties faced by the students while learning Speech
Communication topics during the pandemic
Poor comprehension
Internet connection
Passive participation
Illiterate in terms of technology

Evaluating Teacher Performances in Distance Education …. 63
Word decoding, the capacity to interpret or identify written words, and
oral language or listening comprehension, the capacity to comprehend
what is decoded in spoken form, are two of the many abilities that must be
integrated and coordinated in the complicated process of reading
comprehension (Gough and Tunmer, 1986).
3. Problems encountered by the school in managing Oral
Communication subjects during the pandemic
Distribution of learning modules
Parent’s offensive inquiries
Form of instruction used
The Al-Dsouqi Study (1995) sought to develop and design a program
based on teaching modules with multiple teaching tools for technology
teachers in primary education. Based on a sufficient body of research,
the study's findings focused on statistically significant differences
between the average marks of the experimental and control groups
when the achievement test was administered.
4. Solutions/ interventions undertaken
Facebook and messenger communication
PowerPoint presentations
Student’s profile
The most significant changes are a result of the use of the telephone
as a medium, notwithstanding the possibility of systematic variations
between the sample and the instruments used (Block, E. S., & Erskine,
L., 2012).
Discussion
The repeated themes that emerged on the challenges faced by teachers in
teaching Speech Communication subjects during the pandemic include low
motivation, as evidenced by the three responses. According to Gula, L.,
(2022) implementation of these activities in schools must be strengthened,
not merely for participation, but also because students are driven to do so.
The demotivated stage is a critical phase of the learning process as it may
lead to drop-outs and negative perceptions about studying. The pandemic
has greatly influenced the drive and interest of the students in attending
virtual classes which results in withdrawal from the enrolment. Altered
activities, obstructed the standard of quality performances due to the need
to cater to the capacities of the other students in meeting the demands. As

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evidenced by Sejpal, (2013) almost every subject, including natural
education, uses a modular approach. It takes into account the learners'
characteristics, necessitating planning for the most effective teaching tactics
to help the individual grow and develop at his or her own pace. Poor internet
connection is a recurring problem in answering modules and synchronous
classes. Many academics debate the usefulness of online learning as well as
its connection, portability, and interaction (Ally, 2004). Affirmation of
understanding the lesson is also a challenging concern as it questions the
evaluation process. Unreliable outputs, because of the late submissions,
personal encounters for corrections, and finally the need to communicate
with students who are not active in the mode of communication. It was
found out that the leading problem faced by the teachers is the low
motivation of the students which in turn affects them in some aspects of their
lives and perceptions. Articles and growing research on the institutional,
classroom, and individual responses to the pandemic give an insight into
how we may construct virtual classroom settings that enhance learning
while satisfying the demands generated by COVID-19.
Difficulties experienced by the students include poor comprehension
as the leading problem followed by internet connection, passive
participation, and technological illiteracy. It appears reasonable to assume
that one of the most constraining forces for organizational efficiency is a
lack of good communication (Lutgen-Sandvik, 2010).
Problems encountered by the school in managing speech
communication courses include the system of distributing learning
modules as the most emerging problem followed by the parent’s offensive
inquires and the system of instruction. The majority of the respondents
answered inquiries through a phone call as the most emerging solution
used followed by communication using Facebook and messenger,
PowerPoint presentations and lastly knowing the student’s profile.
The themes generated after an analysis has taken place are also
evidenced by the previous and recent research with the same faced
problems. In other words, these emerging problems are continuing to recur
and should be given much attention.
Conclusion and Recommendations
As a result of the responses gathered, the following are narrowed down by
the many issues faced by teachers. Respondents cited the same issue as a
factor in determining the issue's authenticity. The majority of teachers
have dealt with the issue of students’ lacking motivation, which is a
complex issue that involves emotional preparedness and stability.
Motivation must be developed throughout the time to influence the
thinking of the students as it plays a significant role.

Evaluating Teacher Performances in Distance Education …. 65
The student’s emerging problem is that they have trouble
understanding the module's contents since the lecturers cannot explain
personally the lessons. Students find it challenging to depend just on
textual material without further explanation and examples.
The school's most pressing issue is the challenging distribution and
retrieval of modules, which takes time and effort. Despite all of the issues,
instructors were able to come up with an instant remedy to the problem,
which is calling a student for follow-ups and interacting with them via
messenger, as this is the most popular means of contact that were utilized.
For future study, the comparison of the difference made by the
modular method of teaching from the traditional way of teaching is
recommended. Based on the findings, a correlational study must be carried
out on the difference between which the alternative mode of lesson
delivery improved the solutions provided by the curriculum experts. And
lastly, to determine the importance of selecting the best competencies to
be used as a basis in crafting a module.

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