Advisers

Dr. Alicia Padua

Discipline

Education

Abstract

Online and face-to-face tutorials play an important role in the English language acquisition of foreign students in the Philippines, where English is used as a second language. This study aims to determine the perceptions of foreign students toward online and face-to-face English tutorial modalities and to identify which mode best supports their academic progress. A descriptive quantitative research design is employed, with thirty-three (33) foreign students from non-English-speaking countries selected through purposive sampling. Data are collected using a survey questionnaire and analyzed using frequency and weighted mean. The findings revealed that face-to-face tutorials were perceived as the most effective modality for English language learning due to immediate feedback, clear guidance, and active interaction. However, a significant number of students preferred a blended learning approach, recognizing the flexibility and accessibility of online tutorials combined with the engagement of in-person sessions. While online tutorials were less preferred overall, they were valued for supporting independent learning through flexible scheduling and access to learning resources. The study emphasized the need for flexible tutorial approaches to better support foreign students' English learning needs.

Keywords

perceptions, online tutorials, face-to-face tutorials, english language acquisition, foreign students