http://wjel.sciedupress.com World Journal of English Language Vol. 13, No. 8; 2023 Published by Sciedu Press 281 ISSN 1925-0703 E-ISSN 1925-0711 Using Flexible Learning Design in Teaching English: Narratives of First-Year College Students of Southern Philippines Amidst Pandemic Arbaya H. Boquia 1 1 College of Arts & Sciences, Cotabato State University, Philippines Correspondence: Arbaya H. Boquia, College of Arts & Sciences, Cotabato State University, Cotabato City, Philippines. E-mail: Arbaya_boquia@cotsu.edu.ph Received: April 14, 2023 Accepted: July 19, 2023 Online Published: September 12, 2023 doi:10.5430/wjel.v13n8p281 URL: https://doi.org/10.5430/wjel.v13n8p281 Abstract This study explored the experiences of first-year college students in learning the English language using the flexible learning modality during the COVID-19 Pandemic. It described students' experiences using the phenomenological approach, specifically during the lockdown period. The data were gathered using semi-structured interview guide questions to ten first-year college students who were purposely chosen. The interview was done individually and face-to-face, following the standard health protocols. Results showed that participants' experiences were categorized as favorable and negative. Participants enjoyed using the internet to learn and explore during their free time. Technology and instructor guidance helped them learn independently. However, they found it unfavorable when they could not interact with their peers because classes were situated online, and some did not have smart devices. Students also noted that poor internet connectivity restricted their online learning. Also, students faced difficulties. However, offline tasks like doing assignments, watching downloaded pre-recorded video lectures, and asking peers for help addressed these issues. While the study found that flexible learning cannot replace face-to-face instruction, it was noted that student ICT abilities were beneficial. Keywords: flexible learning modality, online teaching, English language learning, favorable experiences, challenges 1. Introduction Due to school closures caused by the COVID-19 Pandemic, teachers worldwide have been forced to shift their face-to-face classes online. This fast change to what is now called "quaranteaching" and remote learning has given teachers little time to prepare for virtual teaching and learning (Pace et al., 2020). Likewise, students are unable to prepare for this emergent situation. They used to learn from physical classroom meetings rather than remote teaching and learning modality. Consequently, many teachers are not prepared for remote setup. Additionally, nobody thought the Pandemic would last for more than two years. Government organizations like the Commission on Higher Education (CHED) and the Department of Education (DepEd) have pushed for online courses or flexible learning to address pandemic issues. People were mandated to follow the standard health protocols, which required them to maintain physical distancing to limit the transmission of the virus. Since Flexible Learning (FL) has no restrictions on time or pace of study, it seems to be the most practical approach. Flexible learning (FL) is the most convenient instructional delivery in times like the global Pandemic. Although many Higher Education Institutions (HEIs) have embraced flexible learning, it is no longer a novel method of delivering instruction in higher education. However, many HEIs still lack the pedagogical knowledge, empowerment, and readiness to develop their content rather than merely teaching predetermined content. (Cortes, 2020). Additionally, literature revealed that the shift to an online classroom environment had affected students' achievement of learning goals (Adeniyi & Kuku, 2023). The findings of Huber and Helm (2020) and Leeb et al. (2020), which assert that the abrupt switch from in-person instruction to online instruction has diminished students' learning capacities containing their interaction with one another, attest to this as well. Furthermore, Di Pietro et al. (2020) espoused that students' atmosphere and classroom experience affect their socio-cognitive development. The United States, as an example, through the National Education Association, explained that physical classroom experience and atmosphere are mandatory for students to develop interaction between and among their teachers and students. In the case of impending health crises, the absence of physical interaction will cause negatively on their learning targets. From the rising interest to discovering experiences of students as well as teachers in the shift to flexible and online learning, studies on factors ranging from learning resources, digital demands, facilities, and students' experiences alongside these are still scarce. In the Philippines, more research on flexible learning modes focuses on teachers' adjustments and experiences, as well as students' perceptions of the system of education during the COVID-19 (Tarrayo et al., 2021; Alea et al., 2020; Pinar et al. 2021). With the rising popularity of technology and the internet, instructors and students can easily hold online classes. However, this does not apply to all students since some do not have internet access, and not all have smart devices. This situation requires the teacher and