• Flordilez Noblefranca Alba

This qualitative phenomenological study explored the experiences of students attending online English conversation classes. The study used purposive sampling to select ten participants, whose experiences may not be fully representative of all students in online conversational English classes. The study aimed to understand the experiences of students, including the challenges they encountered and the coping strategies they employed. The experiences of students in online conversational English classes encompassed accessibility, language barriers, hesitation in speaking, difficulty in language usage, peer tutoring, low self-confidence, and the influence of body language. These experiences highlight the advantages and challenges students face in online language learning. While online learning offers convenience and simplicity, language barriers and self-confidence issues pose significant obstacles. Addressing these challenges and leveraging online platforms can enhance language learning experiences. Participants encountered challenges such as multiple intelligences, varied coping mechanisms, arguments in discussions, accent variations, and language barriers between teachers and students. To overcome these obstacles, participants utilized coping mechanisms such as seeking honest feedback, asking relatable questions, demonstrating self-determination and persistence, being prepared, using translation programs, disregarding toxicity, and recognizing the value of no other option. These coping strategies are essential for effective communication and language acquisition in online environments. The impact of online conversational English classes was reflected in enhanced self-worth, improved understanding of English conversation, persistent language speaking skills, elevated motivation through peer interaction, opportunities for real conversations to improve speaking skills, and contributions to cultural diversity and language learning. Overcoming obstacles in these classes required participants to seek honest feedback, ask relatable questions, demonstrate self-determination and persistence, engage in self-study, avoid toxic environments, recognize language's importance for survival, and foster self-motivation and self-progression. These findings emphasize positive outcomes and effective strategies for maximizing the impact of online conversational English classes.

Lived Experiences, Students, Online Conversational, English Classes

"THE LIVED EXPERIENCES OF STUDENTS ATTENDING ONLINE CONVERSATIONAL ENGLISH CLASSES", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 9, page no.d343-d436, September-2023, Available :http://www.jetir.org/papers/JETIRTHE2068.pdf

"THE LIVED EXPERIENCES OF STUDENTS ATTENDING ONLINE CONVERSATIONAL ENGLISH CLASSES", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 9, page no. ppd343-d436, September-2023, Available at : http://www.jetir.org/papers/JETIRTHE2068.pdf