ABSTRACT
This qualitative research was carried out to ascertain the actual experiences of English teachers in the Korean Tutorial Centers and its implications for educational learning institutions. The data were gathered using a researcher-made questionnaire through in-depth interviews. The collected qualitative data ran through thematic analysis. The challenges encountered by English Teachers were misbehaved students, demanding parents, language barriers, and dissimilar cultures and traditions. On the other hand, the coping strategies were class management techniques, differentiated instruction, building rapport, and technology integration. In addition, the implications on education learning institutions were curriculum development, professional development, workload and working environments on educator well-being, and language proficiency development in English education. From the insights of the narratives, the implications on educational learning institutions were identified based on the results of this study.
Keywords: English Teacher, Korean tutorial Center, Education Learning Institutions, Implications
INTRODUCTION
Today's worldwide society has made teaching English as a second language (ESL) more important than ever in an era where language competency is commonly required for social, professional, and academic success. The need for qualified ESL teachers is rising on a worldwide scale. But nothing is known about teachers' experiences who choose to teach ESL. Several things influence a person's decision to become an ESL teacher, embracing their objectives, background in education, cultural milieu, and job possibilities. Some people may choose to become ESL teachers for pragmatic reasons, like stable work or the availability of jobs.
ESL tutors have a diverse array of experiences, both pleasant and negative, once they enter the profession of teaching ESL. Gaining great teaching experience, forming meaningful connections with kids from different backgrounds, and witnessing students’ improvement in language proficiency are positive experiences. Language hurdles, cultural differences, problems with classroom management, a lack of resources, and the need to modify teaching methods to accommodate learners' various requirements are a few of these challenges. However, ESL teachers also have to deal with numerous more challenges, like communication gaps, cultural differences, problems with classroom management, a lack of resources, and a range of motivation and engagement levels from their students.
Teachers encountered several challenges when instructing students when teaching English to foreign students. Teachers teach these skills to their learners. Teaching competency in the English language to young students faces certain challenges for English teachers, according to Mukminin et al. (2022). They learned several strategies the teachers used to get past obstacles when teaching young pupils English. Regarding the instruction of listening skills, teachers faced little difficulties. Participants stated that even though learners merely needed to be able to listen, teaching speaking skills was more challenging than teaching listening skills (Mukminin et al. 2022).
Understanding the difficulties experienced by ESL tutors teaching English as a second language in Korean centers would be improved by the research. The purpose of this study is to examine ESL tutors' experiences with an emphasis on the challenges they face and their coping strategies working in the sector. By obtaining a more profound comprehension of these encounters, we can recognize their implications on educational learning institutions to improve training initiatives and assist prospective ESL instructors in their career advancement.
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