ABSTRACT
This qualitative research was conducted to explore the experiences of English tutors in Zoom-based Instruction as bases for a focused tutors' language enhancement program. The participants were ten tenured English tutors who were teaching beginner Korean students for more than a year at an online Zoom-based tutoring station in Iloilo City. The data were gathered using a researcher-made interview guide, which was validated by a panel of experts in the field of English online tutoring and research. The collected qualitative data was analysed and interpreted through thematic analysis. The following themes were generated as experiences of the English tutors; maximized interactive learning for effective Zoom-based instruction, facilitated students’ progress, fostered cultural exchange, enhanced personal and professional growth, developed social and interpersonal outlook, maintaining the students’ engagement and attention, addressing student distractions, overcoming technological barriers, and addressing computer performance issues. A focused tutors’ language enhancement program was proposed as a result of the study.
Keywords: English Tutors, Experiences, Focused Language Enhancement Program, Zoom-based instruction
INTRODUCTION
English as a Second Language (ESL) education has transformed as a result of the increasing reliance on online platforms for language instruction. Of these platforms, Zoom has gained popularity as a virtual language learning tool because of its interactive features and accessibility (Bao, 2020). Despite the convenience and flexibility that online teaching offers, English tutors encounter several challenges that can impair their ability to improve their language skills, teach more effectively, and help students become more proficient.
Recent studies have highlighted the positive impact of Zoom's interactive features on English speaking proficiency, such as screen sharing and breakout rooms (Mansur & Asmawati, 2021). Alongside these advantages, though, researchers have also found some serious drawbacks, such as a sharp drop in student interest and engagement, as well as instructors' sense of professional isolation and inadequate training (British Council, 2023).
A major challenge for English tutors using Zoom-based instruction is the absence of in-person interaction, which can impact student engagement and clarity of communication (Hampel & Stickler, 2015); technical problems, like erratic internet connections and audio delays, further disrupt the learning process and create barriers to effective instruction (Rapanta et al., 2020); and tutors have to constantly modify their ways of teaching that work for students with different levels of English skills, which calls for a high level of linguistic competence and pedagogical flexibility (Mercado, 2021).
Additionally, Zoom-based instruction limits non-verbal cues, which makes it harder for tutors to figure out how well students understand and modify their teaching methods accordingly (Coman et al., 2020). These challenges underscore the need for focused language enhancement programs that provide tutors with the linguistic and technological skills they need to overcome these challenges and improve their teaching effectiveness. These challenges include pronunciation modeling, listening comprehension, and real-time feedback—all of which are critical components of language learning (Bozkurt & Sharma, 2020).
In light of these issues, the goal of this study was to look into the real-life experiences of English tutors in Zoom-based instruction. In their role as English tutors for Korean students, the researchers also encountered issues with Zoom-based instruction, which seriously interfered with the flow of the sessions. When there are distractions in the class, it can be challenging to maintain students' attention. In addition to student-related issues, one of the challenges frequently faced in the class is technical problems. The findings may serve as bases for designing a focused language enhancement program for tutors that addresses their linguistic and instructional needs, ultimately enhancing the excellence of online ESL instruction.
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