The majority of educational systems worldwide have shifted to remote learning as a preventative strategy against the spread of coronavirus disease (COVID-19). This phenomenon is producing a lot of difficulties, as articulated by students in developing nations. Thus, this qualitative study sought to explore and understand the difficulties encountered by college students in Quirino State University in Philippines under the new normal of education. A total of 85 participants were purposely and conveniently selected to participate in an electronic survey through Google Forms. Further, to qualify and clarify responses from the respondents, the researchers conducted phone call interviews. The data were evaluated qualitatively using the NVIVO software. The findings revealed that the student’s difficulties in the new normal can be summed in 10 significant themes, namely: i) Vague module content; ii) Poor internet connectivity; iii) Lack of teacher’s guidance and motivation; iv) Financial problems;v) Stress/psychological pressure; vi) Insufficient learning materials; vii) Overloaded academic activities; viii) Conflict with household chores; ix) Personal factors; and x) Poor and inadequate learning environment. On the other hand, students’ coping strategies had four major themes, namely: i) Managing time wisely; ii) Having self-discipline; iii) Taking time for a break; and iv) Seeking help from others.

Purpose: This study aimed to examine the students’ errors in composition writing.   Theoretical Framework: This study is anchored to Corder’s (1974) model of error analysis in order to identify errors of the learners in their composition writing. The errors were discussed in five stages: collection of data containing errors, classification of errors, identification of errors, disclosure and evaluation of errors.   Design/Methodology/Approach: The descriptive approach was used using qualitative and quantitative data since the study analyzed the errors committed by the students in composition writing. Moreover, descriptive design was used since the profile of the respondents in terms of sex was described. Lastly, error analysis was used in identifying the errors committed by the students in the writing of their autobiography.   Findings: The study found that the Second Language Learners have committed numerous errors under mechanical, grammatical and structural categories such as: misspelling, lack of punctuation marks, errors in capitalization, wrong tense of verb, wrong subject and verb agreement, missing prepositions, fragments, faulty parallelism and comma splice.   Research, Practical & Social Implications: This study has implications to language teaching and learning. Language professors should always incorporate lessons in grammar in all language courses. Further, the language learners should be more exposed to multiple writing tasks to enhance their writing skills.    Originality/ Value: Development of an evidence-based English remedial program to improve the English proficiency and academic writing skills of second language learners in higher institutions.

Purpose: This study aimed to examine the students’ errors in composition writing.   Theoretical Framework: This study is anchored to Corder’s (1974) model of error analysis in order to identify errors of the learners in their composition writing. The errors were discussed in five stages: collection of data containing errors, classification of errors, identification of errors, disclosure and evaluation of errors.   Design/Methodology/Approach: The descriptive approach was used using qualitative and quantitative data since the study analyzed the errors committed by the students in composition writing. Moreover, descriptive design was used since the profile of the respondents in terms of sex was described. Lastly, error analysis was used in identifying the errors committed by the students in the writing of their autobiography.   Findings: The study found that the Second Language Learners have committed numerous errors under mechanical, grammatical and structural categories such as: misspelling, lack of punctuation marks, errors in capitalization, wrong tense of verb, wrong subject and verb agreement, missing prepositions, fragments, faulty parallelism and comma splice.   Research, Practical & Social Implications: This study has implications to language teaching and learning. Language professors should always incorporate lessons in grammar in all language courses. Further, the language learners should be more exposed to multiple writing tasks to enhance their writing skills.    Originality/ Value: Development of an evidence-based English remedial program to improve the English proficiency and academic writing skills of second language learners in higher institutions.