Home⇛Journal of Education, Management, and Development Studies⇛vol. 1 no. 1 (2021)

Opportunities and Challenges of a Filipino Educator in a Home-based Online EFL Industry: A Single Case Study

Marlon S. Pontillas

Discipline: Education

 

Abstract:

Filipino educators are known for their remarkable traits in the teaching profession here and abroad. One of the most in-demand fields is English teachers. Studies have shown that non-native speakers have high regard for Filipino teachers in ESL/EFL schools. Because of the availability of technology in today’s time, Filipino teachers do not need to go abroad to teach international students. This study utilized a single-case research method with a single participant who has been in the online industry for almost eight years now. Teacher John of Company A shared his experience highlighting the opportunities and challenges he encountered as a home-based online teacher. The study is guided with constructivism as the main framework of the study and thematic analysis to generate the themes of the data. The themes identified include: background of the participant; the application process; adjustment and investment to the company; handling a class; company rules and regulations; personal and professional development. The findings of the study showed that the opportunities and challenges faced by online teachers paved the way for their personal and professional development. The researcher recommended that other researchers could explore factors affecting the computer-mediated set-up of English language teaching.



References:

  1. Al-Husban, N. (2020, June). Effects of employing in-service EFL teachers strategy-based instruction on their performance of teaching listening comprehension in Amman-Jordan. 3L The Southeast Asian Journal of English Language Studies, 26(2), 173–188. Retrieved 2021-07-03, from http://ejournal.ukm.my/3l/article/view/36770/10723 doi: 10.17576/3L-2020-2602-13
  2. Allen, M. (Ed.). (2017). The SAGE encyclopedia of communication research methods. Los Angeles: SAGE.
  3. Asher, J. J., & Price, B. S. (1967, December). The learning strategy of the total physical response: Some age differences. Child Development, 38(4), 1219. Retrieved 2021-07-03, from https://www.jstor.org/stable/1127119?origin=crossref doi: 10.2307/1127119
  4. Brandt, C. (2006, October). Allowing for practice: A critical issue in TESOL teacher preparation. ELT Journal, 60(4), 355–364. Retrieved 2021-07-03, from https://academic.oup.com/eltj/article-lookup/doi/10.1093/elt/ccl026 doi: 10.1093/elt/ccl026
  5. Chase, C. (2008). The JKCE Project: Japanese & Korean EFL students communicating online. In WorldCALL 2008 Conference.
  6. Clarke, V., & Braun, V. (2013, January). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2). Retrieved 2021-07-03, from https://uwe-repository.worktribe.com/output/937596/teaching-thematic-analysis-overcoming-challenges-and-developing-strategies-for-effective-learning
  7. Darling-Hammond, L. (2000, May). How teacher education matters. Journal of Teacher Education, 51(3), 166–173. Retrieved 2021-07-03, from http://journals.sagepub.com/doi/10.1177/0022487100051003002 doi: 10.1177/0022487100051003002
  8. Darling-Hammond, L., Berry, B., & Thoreson, A. (2001, March). Does teacher certification matter? Evaluating the evidence. Educational Evaluation and Policy Analysis, 23(1), 57–77. Retrieved 2021-07-03, from http://journals.sagepub.com/doi/10.3102/01623737023001057 doi: 10.3102/01623737023001057
  9. Frederiksen, C. P. (2014). Filipino EFL teachers working abroad: Some benefits and downsides for English teachers working abroad. Retrieved 2021-07-03, from http://muep.mau.se/handle/2043/16749
  10. Genesee, F., & Lindholm-Leary, K. (2013, March). Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education, 1(1), 3–33. Retrieved 2021-07-03, from http://www.jbe-platform.com/content/journals/10.1075/jicb.1.1.02gen doi: 10.1075/jicb.1.1.02gen
  11. Hazel, M., Crandall, H. M., & Caputo, J. S. (2014, September). The influence of instructor social presence and student academic entitlement on teacher misbehaviors in online courses. Southern Communication Journal, 79(4), 311–326. Retrieved 2021-07-03, from http://www.tandfonline.com/doi/abs/10.1080/1041794X.2014.914563 doi: 10.1080/1041794X.2014.914563
  12. Islami, F. T. (2019, December). Using song as a media in teaching vocabulary to young learners based on total physical response (TPR) method. S1. Universitas Pendidikan Indonesia. Retrieved 2021-07-03, from http://repository.upi.edu/46309/
  13. Jung, I. (2001, July). Issues and challenges of providing online inservice teacher training: Korea’s experience. The International Review of Research in Open and Distributed Learning, 2(1). Retrieved 2021-07-03, from http://www.irrodl.org/index.php/irrodl/article/view/30 doi: 10.19173/irrodl.v2i1.30
  14. Kimura, M., Obari, H., & Goda, Y. (2008). Mobile technologies and language learning in Japan: Learn anywhere, anytime. In WorldCALL 2008.
  15. Kosfeld, M., & Neckermann, S. (2011, August). Getting more work for nothing? Symbolic awards and worker performance. American Economic Journal: Microeconomics, 3(3), 86–99. Retrieved 2021-07-03, from https://pubs.aeaweb.org/doi/10.1257/mic.3.3.86 doi: 10.1257/mic.3.3.86
  16. Kırkgöz, Y. (2008, October). A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education. Teaching and Teacher Education, 24(7), 1859–1875. Retrieved 2021-07-03, from https://linkinghub.elsevier.com/retrieve/pii/S0742051X08000280 doi: 10.1016/j.tate.2008.02.007
  17. Llurda, E. (2004, November). Non-native-speaker teachers and English as an international language. International Journal of Applied Linguistics, 14(3), 314–323. Retrieved 2021-07-03, from http://doi.wiley.com/10.1111/j.1473-4192.2004.00068.x doi: 10.1111/j.1473-4192.2004.00068.x
  18. Lunenburg, F. C. (2011). Goal-setting theory of motivation. International Journal of Management, Business, and Administration, 15(1).
  19. Mante-Estacio, M. J., Nino Valdez, P., & Pulido, D. (2018, November). Effective teaching of the macro-skills: Reflections from Filipino teachers of English. Reflective Practice, 19(6), 844–854. Retrieved 2021-07-03, from https://www.tandfonline.com/doi/full/10.1080/14623943.2018.1539662 doi: 10.1080/14623943.2018.1539662
  20. Markham, S. E., Scott, K. D., & McKee, G. H. (2002, September). Recognizing good attendance: A longitudinal, quasi-experimental field study. Personnel Psychology, 55(3), 639–660. Retrieved 2021-07-03, from http://doi.wiley.com/10.1111/j.1744-6570.2002.tb00124.x doi: 10.1111/j.1744-6570.2002.tb00124.x
  21. Methanonpphakhun, S., & Deocampo, M. F. (2016, March). Being an English language teacher: A narrative analysis of ten foreign teachers in Thailand. The New English Teacher, 10(1), 1–19. Retrieved 2021-07-03, from http://www.assumptionjournal.au.edu/index.php/newEnglishTeacher/article/view/1724
  22. Philip, B., Tan, K. H., & Jandar, W. (2019, December). Exploring teacher cognition in Malaysian ESL classrooms. 3L The Southeast Asian Journal of English Language Studies, 25(4), 156–178. Retrieved 2021-07-03, from http://ejournal.ukm.my/3l/article/view/35892/10055 doi: 10.17576/3L-2019-2504-10
  23. Pontillas, M. (2015). Levels of proficiency and satisfaction of Japanese and Korean students in e-learning of English as a foreign language.
  24. PressAcademia. (2018). Definition of case study. Retrieved 2021-07-03, from https://www.pressacademia.org/definition-of-case-study/
  25. RareJob. (2007). About us. Retrieved from https://www.rarejob.com.ph/site/about_us
  26. Riel, J., Lawless, K., & Brown, S. (2016, August). Listening to the teachers: Using weekly online teacher logs for ROPD to identify teachers’ persistent challenges when implementing a blended learning curriculum. Journal of Online Learning Research, 2(2), 169–200. Retrieved 2021-07-03, from https://papers.ssrn.com/abstract=2820338
  27. Rogayan, D. J. V. (2018, December). Why young Filipino teachers teach? Asia Pacific Higher Education Research Journal (APHERJ), 5(2). Retrieved 2021-07-03, from https://po.pnuresearchportal.org/ejournal/index.php/apherj/article/view/1028
  28. Roggeveen, A. L., & Sethuraman, R. (2020, June). How the COVID-19 pandemic may change the world of retailing. Journal of Retailing, 96(2), 169–171. Retrieved 2021-07-03, from https://linkinghub.elsevier.com/retrieve/pii/S0022435920300208 doi: 10.1016/j.jretai.2020.04.002
  29. Salac, R. A., & Kim, Y. S. (2016, August). A study on the internet connectivity in the Philippines. Asia Pacific Journal of Business Review, 1(1), 67–88. Retrieved 2021-07-03, from http://koreascience.or.kr/journal/view.jsp?kj=KHDHB8&py=2016&vnc=v1n1&sp=67 doi: 10.20522/APJBR.2016.1.1.67
  30. Selwyn, N. (2008a, November). A safe haven for misbehaving?: An investigation of online misbehavior among university students. Social Science Computer Review, 26(4), 446–465. Retrieved 2021-07-03, from http://journals.sagepub.com/doi/10.1177/0894439307313515 doi: 10.1177/0894439307313515
  31. Selwyn, N. (2008b, November). A safe haven for misbehaving?: An investigation of online misbehavior among university students. Social Science Computer Review, 26(4), 446–465. Retrieved 2021-07-03, from http://journals.sagepub.com/doi/10.1177/0894439307313515 doi: 10.1177/0894439307313515
  32. Souriyavongsa, T., Rany, S., Jafre Zainol Abidin, M., & Lai Mei, L. (2013, January). Factors causing students' low English language learning: A case study in the National University of Laos. International Journal of English Language Education, 1(1), 179–192. Retrieved 2021-07-03, from http://www.macrothink.org/journal/index.php/ijele/article/view/3100 doi: 10.5296/ijele.v1i1.3100
  33. Stewart, A. (2020). Language teacher recognition: Narratives of Filipino English teachers in Japan (No. 80). Bristol; Blue Ridge Summit: Multilingual Matters.
  34. Tachibana, Y., Matsukawa, R., & Zhong, Q. X. (1996, October). Attitudes and motivation for learning English: A cross-national comparison of Japanese and Chinese high school students. Psychological Reports, 79(2), 691–700. Retrieved 2021-07-03, from http://journals.sagepub.com/doi/10.2466/pr0.1996.79.2.691 doi: 10.2466/pr0.1996.79.2.691
  35. Terhune, N. (2016, August). Language learning going global: Linking teachers and learners via commercial Skype-based CMC. Computer Assisted Language Learning, 29(6), 1071–1089. Retrieved 2021-07-03, from https://www.tandfonline.com/doi/full/10.1080/09588221.2015.1061020 doi: 10.1080/09588221.2015.1061020
  36. Ulla, M. B. (2018). English language teaching in Thailand: Filipino teachers’ experiences and perspectives. Issues in Educational Research, 28(4), 1080–1094.
  37. Ulla, M. B. (2019, November). Filipinos as EFL teachers in Bangkok, Thailand: Implications for language education policy in the ASEAN region. RELC Journal. Retrieved 2021-07-03, from http://journals.sagepub.com/doi/10.1177/0033688219879775 doi: 10.1177/0033688219879775
  38. Watson, A. (2015, July). The problem of grammar teaching: A case study of the relationship between a teacher’s beliefs and pedagogical practice. Language and Education, 29(4), 332–346. Retrieved 2021-07-03, from http://www.tandfonline.com/doi/full/10.1080/09500782.2015.1016955 doi: 10.1080/09500782.2015.1016955
  39. Weitze, C. L., & Ørngreen, R. (2014). The global classroom model simultaneous campus-and home-based education using videoconferencing. Electronic Journal of e-Learning, 12(2), 215–226. Retrieved 2021-07-03, from https://eric.ed.gov/?id=EJ1034397

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic