Unfolding the Saga of Online ESL Teachers: A Descriptive Phenomenological Study
Milagros Aurea Sabidalas | Junry Esparar
Discipline: Education
Abstract:
This study investigated and thoroughly analyzed the saga of Online ESL Teachers. Using Collaizi’s
Descriptive Phenomenological Data Analysis, the researchers interviewed eight (8) Online ESL
Teachers who are currently employed in various Online Companies offering English as a Second
Language to foreign students. Adapting the seven steps of Collaizi – Familiarization, Identification of
Significant Statements, Formulation of Meanings, Group Related Concepts, Creation of Extensive
Description, Creation of Basic Structure, and Validation of the Fundamental Structure, the
researchers were able to extract the five (5) themes namely: (a) The significant experiences of Online
ESL, (b) The incentives of Online ESL Teaching, (c) Opportunities for learning and development, (d)
Challenges and difficulties, and (e) The meaning of these experiences. Based on the findings and
related studies, the following conclusions were derived: Firstly, Online ESL Teaching provides vast
opportunities for teachers for personal, professional, and financial growth. Secondly, Online ESL
teaching serves as a perfect avenue for teachers to harness their skills while achieving financial
independence. Thirdly, the leadership competencies of Online ESL teachers can be enhanced through
mentorship and coaching. Fourthly, developing self-mastery is vital in ensuring quality lesson
delivery in the context of Online ESL Teaching. Lastly, reflective teaching is necessary to find true
meaning in the Online ESL Teacher’s existence.
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