COVID-19 in the Philippines led to several changes in the educational landscape. One of these is the way that the Department of Education has implemented the modes of instruction. Due to the current COVID-19 crisis, most educational systems have been pushed to develop alternatives to face-to-face teaching and learning. Yet, it is increasingly challenging for teachers to deliver a fundamental, high-quality education as a result of the transition to modular distance learning.

This qualitative phenomenological study explored the lived experiences of English teachers in their teaching using the Most Essential Learning Competency-Based instructional modules. Ten (10) English teachers were interviewed to gather the data. Interviews that were recorded were transcribed and analyzed. Thematic analysis was employed as the data processing method in the study. During the conduct of the study, ethical considerations were taken into account. Results revealed teachers believed that MELCs-Based instructional modules had dramatically altered their methods of instruction, given them a better knowledge of their students and their learning, and allowed them to utilize class time more effectively. However, some competencies are unclear, repetitious, and inappropriate for the material or subject matter. Teachers found it difficult to define several goals that were still doable throughout the implementation of the MELCs module. Nonetheless, teachers are making use of a range of activities, whatever modality used, to deliver lessons more effectively. Moreover, teachers were able to adapt and pick up new ideas and approaches for solving the challenges.

Keywords: Lived Experience, English Teachers, MELCs, Modules.

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