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This qualitative research was conducted to determine the tutors’ experiences in teaching the oral communication skills of Korean students enrolled in online classes as bases for intervention measures. The following themes were identified in terms of benefits and privileges: performance certificates and incentives, opportunities for cultural exchange, and government benefits and healthcare insurance; in terms of facilities: access to a wide range of teaching materials and access to functional and good quality equipment. Tutors’ development themes were: improve English skills, improve teaching skills, establish confidence and self-worth, and training and competent trainers. Learning environment, the themes were: private space for tutors, personalized teaching materials, and accessible and hustle-free tutor's area. The themes were identified about challenges they encountered: language barrier, attitude problem, and accessible and technical difficulties. The coping strategies employed to overcome the challenges were: using plain language and examples, using translators, using visual aids and realia, and building wholesome teaching-learning environment. Intervention measures were proposed as a result of the study.

Keywords: Tutors’ Experiences, Oral Communication Skills, Korean Students, Online Classes, Intervention Measures



Learning English as a second language is an advantage since it is a universal language, but there are many grammar rules to master, sentence patterns to follow, and many vocabulary words to familiarize with. These are the reasons why there is a need to improve students’ communication skills especially in oral communication, which nowadays is said to be a must in a person’s social interaction. It helps students to transfer ideas and share information, messages, or emotion to others. However, it is not easy for beginners to learn a second language because they have to adapt their native language to the second language. It differs in sentence patterns, words, and pronunciation. If tutors of English as a second language do not know how to handle the subject, students may stop altogether and see English as a difficult subject.

According to the ETS Global (2020), multilingualism is becoming an increasingly valuable skill in today's environment. Speaking a foreign language is not only increases work options but also allows to connect with people and learn more about different cultures, places, and lifestyles.

One of the things the nation does well that stimulates the economy is its proficiency in the English language. In 2012, it even surpassed India to make the Philippines the world's most popular destination for voice outsourcing. The number of international students studying English is also increasing as a result of higher-quality, more affordable English as a Second Language (ESL) programs. The ability Filipinos to provide flexibility and accountability to companies they have worked for makes them ideal candidates for teaching positions. As most of tutorial clients are from neighboring countries such as South Korea, Taiwan, Japan, and Vietnam, they take advantage of the little time zone difference (Pajuleras, 2020).

The main issue for Korean language learners is the difference between their native Korean and English. The two languages differ greatly in their grammatical structures, phonetics, and pronunciation. For Korean speakers learning English, this results in a variety of pronunciation issues since many English sounds are solely lacking from the Korean language (Dunsmore, 2018).

As an English Second Language tutor for five years, the researcher has observed that teaching beginners to learn a second language is quite challenging. Aside from comprehension skills and communication skills that are not yet polished, Korean students really need to learn basic sentence patterns which are totally different in their sentence patterns. Korean accent is very distinct because Koreans do not speak English on a daily basis nor practice speaking English in Korean society. In addition, there are English language sounds that do not exist in the Korean language; these hinder their oral communication. It requires much patience and energy to motivate and capture the student’s interest. If the English as Second Language tutor does not know how to handle beginners, the students get bored in the class, become less motivated, and see English as difficult subject which may lead them to quit online classes.

Thus, the researcher conducted this study on tutors’ experiences in teaching oral communication skills in English to Korean students enrolled in online classes as bases for intervention measures.

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