📄 Abstract
This study aims to determine the levels of status of the roles of the teachers and behavior of the students in English online distance learning during the first and second grading periods of the school year 2020-2021. There are ninety-five (95) students who participated in the study. The instrument used to gather data was the questionnaire. Employing the descriptive survey method of research, the teachersâ?? roles are examined into three categories. These categories are teachersâ?? affective roles, teachersâ?? planner roles, and teachersâ?? managerial roles during the English online distance learning. The roles have 10-item descriptors to describe the online distance learning teachers. The studentsâ?? behavior is examined into three categories, too. These categories are studentsâ?? behavior when reading, studentsâ?? behavior when writing, and studentsâ?? behavior when viewing and listening during their English online distance learning classes. Each role has 10-item descriptors to describe the behavior of the students. This study hypothesized that there is no significant relationship of the teachersâ?? roles and the studentsâ?? behavior in English online distance learning during the first and second grading periods of the school year 2020-2021. To test the significant relationship between the teachersâ?? roles and studentsâ?? behavior, correlation analysis is used.
📚 How to Cite:
Jayson R. Salvador , THE TEACHERS' ROLES AND STUDENTS' BEHAVIOR IN ENGLISH ONLINE DISTANCE LEARNING , Volume 6 , Issue 7, july 2021, EPRA International Journal of Research & Development (IJRD) , DOI: https://doi.org/10.36713/epra7578