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Online ESL Tutors' Teaching Strategies in the Virtual Classroom

  • December 2019
DOI:10.13140/RG.2.2.33248.61441/1
  • Conference: 20th English in Southeast Asia Conference (ESEA 2019)
  • At: Singapore, Singapore
  • Affiliation: Nanyang Technological University
Authors:
Darren Rey Canlas Javier at Department of Education of the Philippines
Darren Rey Canlas Javier
Rachelle Ballesteros- Lintao at University of Santo Tomas
Rachelle Ballesteros- Lintao
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Abstract

Online ESL teaching has become a platform for Filipino teachers to have a chance to teach international students at the comfort of their homes. Aside from being adept on the use of online applications used in online lessons, online tutors are expected to apply effective teaching strategies to help students improve their communicative skills. Given the fast-growing industry of online teaching in the Philippines, there are more than 10,000 Filipinos working for internet-based teaching sites (Lijuan, 2019). Several studies have focused on the teaching pedagogies used in the formal classroom (Jones, 2003; San Jose & Galang, 2015; Villena & de Mesa, 2015) but there is a dearth of studies showing how online ESL tutors do their teachings online and what strategies they usually employ in their lessons. This paper attempts to describe the best practices commonly used by online ESL tutors in the teaching of oral communication to young learners anchored on Rosenshine’s (2012) principles of effective instructions and Chickering and Gamson’s (1987) seven principles of good practice. A total of 10 recorded actual online lessons will be content analyzed to determine the teaching strategies of online tutors and how they use them in their sessions in the virtual classroom. The findings in this study would provide insights on the best practices as well as points for improvement of the online tutors of English. Implications to teachers of English can also be drawn from this study.
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Online ESL Tutors’ Teaching Strategies in the Virtual Classroom
Darren Rey C. Javier
Philippine Normal University, Manila, the Philippines
Baras-Pinugay Integrated High School – Senior High
javier.drc@pnu.edu.ph
Rachelle B. Lintao
University of Sto. Tomas, Manila, the Philippines
rblintao@ust.edu.ph
Online ESL teaching has become a platform for Filipino teachers to have a chance
to teach international students at the comfort of their homes. Aside from being
adept on the use of online applications used in online lessons, online tutors are
expected to apply effective teaching strategies to help students improve their
communicative skills. Given the fast-growing industry of online teaching in the
Philippines, there are more than 10,000 Filipinos working for internet-based
teaching sites (Lijuan, 2019). Several studies have focused on the teaching
pedagogies used in the formal classroom (Jones, 2003; San Jose & Galang, 2015;
Villena & de Mesa, 2015) but there is a dearth of studies showing how online ESL
tutors do their teachings online and what strategies they usually employ in their
lessons. This paper attempts to describe the best practices commonly used by
online ESL tutors in the teaching of oral communication to young learners
anchored on Rosenshine’s (2012) principles of effective instructions and
Chickering and Gamson’s (1987) seven principles of good practice. A total of 10
recorded actual online lessons will be content analyzed to determine the teaching
strategies of online tutors and how they use them in their sessions in the virtual
classroom. The findings in this study would provide insights on the best practices
as well as points for improvement of the online tutors of English. Implications to
teachers of English can also be drawn from this study.
Keywords: online teaching, ESL teaching, pedagogy, oral communication, English
language
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