Sample Research Gap

LITERATURE GAPS SAMPLES:

After reviewing a large number of literature and relevant studies, it has been discovered that there is a scarcity of
research on students’ modular learning of English. Even though there have been numerous studies on online
distance learning for English learners, few or no studies have been on the modular experiences of SHS students
learning English in the Philippine coastal areas. One thing that has piqued the researchers' interest is that no
research into the facilitators and barriers of learning English in a modular modality has been conducted in the local
community, which is a source of great concern. Furthermore, it is appropriate to explore this subject with the current
state, given that distance learning has become the new norm in 21st - Century education.

(10) (PDF) Facilitators and barriers of students' modular distance learning in English: A phenomenological inquiry.
Available from:
https://www.researchgate.net/publication/359864051_Facilitators_and_barriers_of_students'_modular_distance_lear
ning_in_English_A_phenomenological_inquiry [accessed Jun 07 2022].

Further, studies on CDSs only focused on effectiveinstruction [34], cooperative learning [14],emotional and
behavioral disorders [36], preservice teaching [31], health behaviors [17], teachers’attitude toward CDSs [38],
language and classroom assessments [4], among others. Additionally, aside from the lack of literature on CDSs'
employment of ELI, no study was conducted on their lived experiences in ELI. Thus, it is critical to elucidate the
state and use of ELI across CDSs and to identify what is meant by using English. The study's objective is to
describe and elucidate their lived experiences, which could help improve the language of instruction and
communication at the tertiary level
(PDF) Culturally-diverse students' lived experiences in English as language of instruction. Available from:
https://www.researchgate.net/publication/356426961_Culturally-
diverse_students'_lived_experiences_in_English_as_language_of_instruction [accessed Jun 07 2022].
Few research have been done so far in relation to COVID-19 from the medical field and other fields related to health
sciences(Abdulamir, & Hafidh, 2020; Meng, Hua, & Bian, 2020; Gondauri, Mikautadze, & Batiashvili, 2020; Holshue et al.,
2020; Usak,Masalimova, Cherdymova, & Shaidullina, 2020). However, very meager research is done in relation to the field
of education on howCOVID-19 or even SARS affected the educational system (Bao, 2020; Sintema, 2020; Yan, 2020).
(PDF) Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context.
Available from:
https://www.researchgate.net/publication/340680378_Challenges_and_Opportunities_for_Higher_Education_amid_t
he_COVID-19_Pandemic_The_Philippine_Context [accessed Jun 07 2022].
However, teachers could experience fulfillment oreven challenges in teaching CDSs such as a senseof not
belonging in class; a lack of experiencedealing with diverse linguistic needs; large classsize; the strong
influence of the first language;insufficient time to address each student's needs;and a language policy that is not
supportive [13].Recent studies on teachers' lived experiencesfocused on indigenous mother tongue
education[17], visual and labeled texts [25], and use ofsmartphones in diverse learning [4], Engl curriculum
change [15], and teachers with dyslexia[11]. However, neither literature nor empiricalinvestigations have been
conducted on the teachers'lived experiences on ELI.Hence, there is a need to examine the teachers'lived
experiences on ELI in the context of CDSs incollege education to address the scarcity ofresearch in this area.
The study presents enrichingbaseline data on teachers' employment of ELIamong CDSs. It suggests necessary
steps toenhance the teaching and learning practices inhigher education. Additionally, it offers insights onhow
ELI and the assistive roles of Filipino andlocal languages are employed in pedagogy. Thestudy aimed at
identifying, describing, andinterpreting the teachers’ lived experiences inteaching CDSs in ELI.
(PDF) Teaching culturally-diverse students in English as a language of instruction: Teachers' lived experiences.
Available from: https://www.researchgate.net/publication/357898070_Teaching_culturally-
diverse_students_in_English_as_a_language_of_instruction_Teachers'_lived_experiences [accessed Jun 07 2022].

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