The abrupt changes brought about by COVID-19 pandemic urged teachers across the country to make education possible and continuous. This study participated by 32, 699 English teachers from all over the Philippines employed a descriptive-survey research design to seek feedback from the teachers on the Most Essential Learning Competencies (MELCs) in the English Curriculum, its adoption and implementation in response to learning continuity amidst the health crisis.

Results revealed that English teachers responded positively on the issuance and utilization of MELCS; statistics further reveal that respondents agree that the MELCs allow them to plan for and meet the individual learner’s needs and interest.

However, delivery of the MELCs is seemingly challenging for English teachers. They also noted different issues and gaps in the implementation of MELCs and they acknowledge the importance of learning modality, parental support/adult supervision, preparedness of teachers, learning environment, availability of learning resources, internet connectivity, and local government support.

These inputs are important in crafting the new curriculum and its support system: teacher training and materials development.