Challenges and Adaptive Instructional Strategies of ESL Teachers in Online Instruction: A Case Study

This study explores online instruction in ESL during the COVID-19 pandemic from the four ESL teachers of Isabela State University. Through in-depth interviews and thematic analysis, the instructional strategies and challenges encountered by the ESL teachers during the crisis were identified and described. The study reveals that online instruction in ESL during the pandemic was digitally aided, E-space limited, and inclusive. Digitally aided instruction in ESL includes the strategies in Content-Experiential Learning, Collaborative Learning, and Asynchronous Communicative Task-Based Language Learning. Limitations in online instruction affected the teaching delivery of ESL teachers, resulting in adaptive instruction. These limitations were categorized into four groups: Teacher-Related, Student-Related, Technology/Internet-Related, and Time Management- Related challenges. Inclusive instruction in ESL online during the pandemic was described according to the adaptive strategies used by ESL teachers in response to the challenges they encountered in delivering their instruction. The adaptive strategies include Differentiated Instruction, Personalized Task-based Learning, Scaffolded Learning, and Counselling Learning. The study suggests that considering the challenges in an unprecedented crisis in education, teachers may consider inclusive strategies in their instruction to achieve equitable student learning.