CAPIZ STATE UNIVERSITY

COLLEGE OF EDUCATION, ARTS AND SCIENCES

TEACHER EDUCATION DEPARTMENT
Pontevedra Campus

Chapter 1

Introduction

Background of the Study

English is a compulsory ingredient of a successful personality. It is a key factor

for employment success and advancement and also for opening doors to economic

opportunity (Rao 2016). It is a well-known language that is widely used by a lot of

people around the world. This language is used by different nationalities in order to

communicate and understand one another despite of the differences in culture and in

native language. English became a second language to the countries where English

language is not well-known and practiced in their society such as Southeast and Eastern

Asian countries. Moreover, second language acquisition is a developing field, opening up

many avenues to research how languages are acquired and learnt (Doughty & Long

2003).

Furthermore, as a second language learner, one should be fluent, proficient and

accurate in English. It means ability to speak or express the language with sufficient

structural accuracy and vocabulary to participate smoothly and effectively in most formal

and informal conversations on practical, social, and professional topics.

Philippines is one of the countries where English is considered to be a second

language, but most of the citizens are fluent in using the English language. It becomes the
 CAPIZ STATE UNIVERSITY
COLLEGE OF EDUCATION, ARTS AND SCIENCES
TEACHER EDUCATION DEPARTMENT
Pontevedra Campus
2

key weapon of every Filipino to have an edge to other non-English speaking country

applicants when applying a job especially if it requires English as a medium tool.

In the year 2020, the world suffered in Covid 19 pandemic which locked down all

businesses, churches, recreations and entertainment industry and even challenged the

educational arena. Due to health protocols, people are required to stay at home. A lot of

individuals lose their jobs and some were required to do their tasks and responsibilities

online. The advancement of technologies and the internet became an important aspect for

people to do and apply for a job where it can sustain and support their everyday needs. It

is where people discovered different online platforms that offer online jobs such as virtual

assistance, networking, freelancing, and online teaching. With the circumstances that

happened during the pandemic, a lot of people discovered teaching online using English

language as a second language became prominent. This kind of job only requires online

appearance and fluency in using the English language. This requirement motivates and

aspires a lot of Filipinos most especially the students who are still in the modular or

online set-up because it became an opportunity for them to earn money while learning at

their own pace.

Nowadays, the teaching industry is very prominent, and being an ESL teacher is

more convenient and efficient for every individual. Being an ESL teacher became a big

help to balance and sustain their responsibilities and needs for they can have this kind of

job as either to be full time and part time. This job also gives them a lot of opportunities

and ideas. It became an opportunity for them to meet and to engage with different
 CAPIZ STATE UNIVERSITY
COLLEGE OF EDUCATION, ARTS AND SCIENCES
TEACHER EDUCATION DEPARTMENT
Pontevedra Campus
3

nationalities online. These insights encouraged the researchers to conduct this study to

discover the lived experiences of ESL teachers.

Statement of the Problem

Generally, this study aimed to determine the lived experiences of the English as

Second Language (ESL) teachers in teaching English to foreign students.

Specifically, it sought to answer the following questions:

1. What are the lived experiences of full time and part-time ESL teachers in teaching

English to foreign students?

2. What is the impact of being a full time or part-time ESL Teachers in English to

foreign students?

3. What output can be derived from this study?

Assumptions of the Study

This study was anchored on the assumption that teaching English as a Second

Language offered opportunities for ESL teachers to enhance both their personal and

professional growth, such as gaining teaching and intercultural competence and

expanding their own language skills. Likewise, the assumption that being engaged in

teaching industry improves the employability skills of ESL teachers by being equipped in

good language skill. It was also believed that teaching online is a great opportunity for

them to have experience when it comes to teaching and for them to become an

international teacher. Being ESL teachers helped them financially, most especially for the
 CAPIZ STATE UNIVERSITY
COLLEGE OF EDUCATION, ARTS AND SCIENCES
TEACHER EDUCATION DEPARTMENT
Pontevedra Campus
4

part time teachers, because they were able to manage their time while they are studying

their desired course, and they were able to support themselves without relying to their

parents financially. However, ESL teachers also encountered a number of challenges like

finding their back-up internet connection most especially in their equipment when they

are experiencing a sudden power interruption. They too find difficulties in disciplining

the students, because there were students who were not participating and interacting

during the class. The teachers still needed to force their smiles and energy even though

they were really annoyed by the student’s behavior and attitude during the class. It was

also an energy draining for they really needed to force themselves to teach even though

they were already tired because the penalty in a company is expensive than their own

salary. Lastly, this study assumed that teachers who were teaching English as a Second

Language became more open and it became an opportunity for them to learn a new

language as they communicate and teach foreign students online. They’ve realized that

language is not a barrier as long as every individual is willing to learn and be taught by

anyone.

Epistemology and Theoretical Perspectives

This study was anchored on the epistemology lens of interpretivism,

constructivism theory, and sociocultural theory. Interpretivism involved the researchers in

interpreting elements of the study. Interpretivism was associated with the philosophical

position of idealism, and it was used to group together diverse approaches, including

social constructivism (Michael, 2004). It aligned with the idea that understanding the
 CAPIZ STATE UNIVERSITY
COLLEGE OF EDUCATION, ARTS AND SCIENCES
TEACHER EDUCATION DEPARTMENT
Pontevedra Campus
5

subjective experiences, beliefs, and perceptions of ESL teachers was essential. ESL

teaching involved diverse, cultural, and individual backgrounds, and these factors

significantly influenced the teaching and learning experiences.

Constructivism Theory, on the other hand, was the theory that stated learners

constructed knowledge rather than just passively took in information. As people

experienced the world and reflected upon those experiences, they built their own

representations and incorporated new information into their pre-existing knowledge. It

stated that students constructed knowledge rather than just passively took in information.

This emphasized the knowledge and experiences ESL teachers had. It placed a strong

emphasis on active learning, the use of existing knowledge, practical experiences, social

interaction, and reflective thinking of ESL teachers. These aspects were crucial to

efficient language learning and proficiency development.

Likewise, sociocultural theory as a paradigm described human cognition as

developed through engagement in social activities. As an individual interacted with other

people, objects, and events, human cognitive development could not be separated from

the social, cultural, and historical contexts from which such development emerged

(Johnson, 2009). In the context of ESL teaching, sociocultural theory highlighted the

importance of understanding and valuing the cultural backgrounds and experiences of

students as well as the teachers. ESL teachers could develop empathy and expand their

own language skills by engaging in meaningful interactions with students from different

language and cultural backgrounds.

 CAPIZ STATE UNIVERSITY
COLLEGE OF EDUCATION, ARTS AND SCIENCES
TEACHER EDUCATION DEPARTMENT
Pontevedra Campus
6

Significance of the Study

The findings of this study would be beneficial to the following:

ESL Companies. ESL companies would be provided with insights into the

challenges faced by ESL teachers, enabling them to tailor their support, training, and

resources to better meet the needs of their teachers and improve the overall quality of

English language education.

Curriculum Developers. They would understand the lived experiences of ESL

teachers and would provide valuable input for the development of learner-centered,

culturally inclusive, and contextually relevant curriculum materials to be considered in

designing English Language curriculum.

Aspiring ESL Teachers. The findings of this study would benefit the aspiring

ESL teachers as it offered valuable insights into the lived experiences of current ESL

teachers, providing a realistic understanding of the profession’s challenges and

opportunities, which gave them preparations in pursuing this kind of career.

ESL Teachers. The findings of the study directly benefited ESL teachers by

providing them with new insights into the challenges and opportunities they might have

encountered in teaching English as a Second Language, as well as having enough

knowledge in different ways and strategies that they might have possibly used while

conducting online classes.

 CAPIZ STATE UNIVERSITY
COLLEGE OF EDUCATION, ARTS AND SCIENCES
TEACHER EDUCATION DEPARTMENT
Pontevedra Campus
7

Foreigners. The foreigners would benefit from the findings of this study as it

made them discover online ESL learning which gave them the opportunity to learn and

would boost and encourage them to be confident in speaking and have conversations with

other people in English.

Students. Students who were part-time ESL teachers benefited from this study

because it provided them with more valuable insights when it came to teaching and

improving their approaches for better learning. This helped them improve their time

management and their ability to teach the English language. Also, the findings of this

study gave aspiration and motivation to those students who wanted to pursue education.

Parents. The findings of this study gave benefit to the parents as it gave insights

into the challenges and opportunities faced by ESL teachers, allowing them to better

understand the learning environment and support their children's English language

learning journey.

Future Researchers. The findings provided them with data about the lived

experiences of ESL Teachers for future studies.

Definition of Terms

The following terms were defined conceptually and operationally for clarity and

to facilitate understanding in the presentation of this research and its findings:

 CAPIZ STATE UNIVERSITY
COLLEGE OF EDUCATION, ARTS AND SCIENCES
TEACHER EDUCATION DEPARTMENT
Pontevedra Campus
8

Challenges. A difficult task or problem encountered by a person or matters

involving doubt, uncertainty or difficulties was proposed for solution or discussion

(Thomas, 2008).

In this study, these were the problems or difficulties ESL teachers dealt with in

order to teach English.

Competence. Competence is defined as the capacity to respond to individual, or

societal, demands in order to perform an activity or complete a given task (Tinoca et. al.,

2014).

In this study, it referred to the competence of ESL Teachers, emphasizing their

ability to effectively instruct and support language learners in acquiring English

proficiency.

English as a Second Language. English as a Second Language (ESL) is a

traditional term for the use or study of the English language by non-native speakers in an

English-speaking environment (Nordquist, 2019).

In this study, it referred to the term that the teachers used in language learning in

teaching the foreign students the English language.

ESL Teacher. An English as a Second Language (ESL) teacher is an instructor

who teaches English as a second language. They help English language learners (ELS)

whose first language isn’t English to reach fluency in English as their second language

(Raso, 2020).

Operationally, it referred to the participants of this study.

 CAPIZ STATE UNIVERSITY
COLLEGE OF EDUCATION, ARTS AND SCIENCES
TEACHER EDUCATION DEPARTMENT
Pontevedra Campus
9

Financial Need. Financial need are expenditures that are essential for an

individual to be able to live and work. They’re the recurring expenses that are likely to

eat up a large chunk of an employee’s paycheck. (Neidel, 2022).

In this study, it referred to the specific challenges and requirements related to ESL

teachers' financial resources, including salaries, benefits, and financial support for their

professional development.

Instruction. Intentional effort to stimulate learning by the deliberate arrangement

of experiences to help learners achieve a desirable change in capability (Smaldino, et. al.,

2015)

Operationally, in this study, it referred to the teaching strategies in teaching ESL.

Lived Experiences. It is one’s personal knowledge gained through direct, first-

hand involvement in everyday events rather than through representations constructed by

other people (Chandler & Munday, 2020).

In this study, it referred to the actual experiences of the ESL teachers when

teaching English as a Second Language to the foreign students.

Motivation. Motivation is generally regarded as an important component for

success, in school and at work. Motivation provides the fuel to ignite abilities and

transform them into achievements (McCoach & Flake, 2018).

In this study, it referred to the motivation of ESL teachers, exploring factors such

as a passion for language and culture, a desire to make a meaningful impact on students’

lives, and a commitment to fostering cross-cultural communication and understanding.

 CAPIZ STATE UNIVERSITY
COLLEGE OF EDUCATION, ARTS AND SCIENCES
TEACHER EDUCATION DEPARTMENT
Pontevedra Campus
10

Online Teaching. Online teaching is the process of educating others via the

internet. Various methods can be used, such as one-on-one video calls, group video calls,

and webinars (Law, 2022).

In this study, it referred to the kind of teaching utilized by ESL teachers.

Opportunity. Opportunity is an occasion or situation that makes it possible to do

something that you want to do or have to do, or the possibility of doing something

(Neelima, 2022).

In this study, it referred to the benefits and offers that ESL teachers received

during his or her online teaching journey.

Personal Growth. Personal growth is conceptualized as the phenomenological

experience of self-directed growth, which has been found to be related to positive

functioning (Geise, 2008).

In this study, it referred to the personal growth of ESL teachers, encompassing

their self-awareness, pedagogical efficacy, and adaptability in diverse teaching contexts.

Professional Growth. Professional development is important because it has the

potential to open opportunities for career advancement, such as promotions. (Parsons,

2023).

In this study, it referred to the professional growth of ESL teachers, focusing on

their continual development on areas such as instructional strategies and language

assessment practices.