Abstract
The COVID-19 pandemic brought unprecedented restrictions that reshaped daily life, including education. With the suspension of face-to-face classes in 2020, universities rapidly shifted to online distance learning, requiring adjustments in curricula, teaching methods, and pedagogical strategies. This study explored the challenges students face in developing oral communication skills in virtual learning environments and examined the coping mechanisms they employ. Guided by Garrison et al.’s Community of Inquiry (COI) framework, the research investigated the influence of social, cognitive, teaching, and technological presence on students’ communication experiences. Using a descriptive qualitative design, one-on-one virtual interviews were conducted with students from Centro Escolar University, Manila, during the 2021–2022 academic year. Thematic analysis revealed that students struggled with social anxiety, reduced cognitive engagement, limited instructional facilitation, and technological barriers such as unstable internet connectivity. Despite these challenges, learners relied on their macro skills—reading, listening, speaking, and writing—alongside coping strategies like self-regulation, online interactions, and multimedia engagement. Based on these findings, the study proposes pedagogical and technological interventions to enhance oral communication in online classes. These include fostering social presence, adopting active facilitation strategies, integrating self-regulated learning modules, and improving ICT infrastructure. The results provide practical insights for educators, institutions, and policymakers to strengthen communication outcomes in virtual education.
Keywords: Online distance learning, oral communication skills, Community of inquiry, virtual classes, coping strategies