Looking for an Online ESL Job? China Pays More

Hot ESL Jobs

Online ESL Job

The Highest Paying Online Teaching Gigs

Teaching English to Chinese students is a multi-billion dollar business and is expanding as more Chinese citizens take interest in learning the English language through the worldwide Internet. There is a high demand for teaching children at a young age where neural plasticity is at its strongest to develop linguistic skills in multiple languages.

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Many American and European companies desperately flounder to stay competitive with these online Chinese companies in terms of pay and quality. I honestly felt a little resentful to know how much time I was dedicating for much lower wages at other companies and higher demands.

*For struggling online ESL teachers out there – You are officially saved and can find a sustainable working wage while keeping that beloved remote lifestyle and cut your working hours in half.

How Much Are We Talking Here?

There is a booming economic opportunity in China for English instructors to teach at the comfort of their own home for an 18-24$ /hour wage on average! Check out TeachESLonlineanywhere.com to see the full list of ESL companies with teacher reviews.

Requirements of Most companies

All jobs require adequate Internet speed, a headset and Ethernet cable. Some requirements are stricter than others (I.e. Bachelor’s Degrees) but I haven’t had any company request official documents of diplomas or certifications formally.

The Online ESL Secret

ESL Teachers are in demand in China and the Internet is being utilized to teach children all across China to help improve their English proficiency. As stated before, some companies require more experience than others but an applicant can discuss extracurricular activities that he/she might have had that would be applicable to the job.  For instance, I have a friend who taught kids at a football camp in terms of basic fundamentals and he secured a 20$/Hr job at a Chinese company with bonuses for signing kids up for trial classes with NO PREVIOUS TEACHING EXPERIENCE.

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The teaching materials are not difficult as this is basic English and any native speaker can understand the concepts of the English language for 5-12 years old. However, I would watch some videos on TPR before getting started (See Further Down Article) – Kids learn a little differently than adults. It took me a couple hours to fully understand how to teach kids through being silly, utilizing props, and having patience.

I worked in the corporate world for 14.50 an hour at an extremely stressful job as a dispatcher with a weak commission in sales along with ESL companies which took a tax on my wellbeing through high hours of work and stress. My current job is in the comfort of my own home and is extremely relaxing while rewarding seeing students grow and I love being apart of something positive in the world.

What Kind of Hours Should I Expect to Teach?

The peak teaching hours are usually in the evening from 6pm-9pm (Beijing Time) weekdays and peak hours on weekends 8pm-8am China time. If you live in America this will be very early (especially the west coast regions) on the weekdays while Australians and Europeans get a bit of a break.

How Do I Make My Resume Stand Out?

Highlight any teaching experience or talk about leadership experience that adheres to the position. If you are not sure, formulate a story of how you believe your experience correlates to ESL learning, even if it doesn’t completely relate. The truth is a lot of the interview will have to do with self-assuredness, confidence, and poise. For example, I was in Toastmasters International for about a year and I showed my interviewer how public speaking was one of the foundational pillars in developing a great teacher.

The only supplemental material I would acquire is getting TOEFL certified which builds credibility in the eyes of the application process and the company itself. I used TEFLEN.COM to receive mine Remember to type in the code SAVE when applying for it because it gives you a huge discount. The 40 Hour TOEFL certification will suffice and save you unnecessary amounts of extra spending.

There are other TOEFL exams out there that one can utilize but I found TEFLEN to be the cheapest. Being TOEFL certified is not a necessity but a 57$ investment on a 20$/Hr job can be paid back in 3 hours of work and only reinforces your teaching trustworthiness. I would say it’s worth it in the long run because you become more desirable in other professions as well.

I Had NO Experience Teaching Kids Before

Many people are great at teaching kids but I found for most, it is another ball game in terms of approach. At first, I taught kids the same way I did adults and admittedly did not do well in my first demo class at an online company. I did all the research I could find and found videos on TPR training. Total Physical Response (TPR) is a method of using your whole body when teaching with many props for assistance. Young foreign children often have no recollection of what the teacher is communicating, so it is important to act out words/phrases and use visual cues to aid in understanding. I took a TOTAL of only 1-2 hours learning TPR through various Youtube videos and I completely revamped my approach to teaching young aspiring learners.

Negotiating Contracts

Everything is negotiable as these companies are getting paid top dollar per hour to secure these students, so aim higher within reason. The companies take in a huge profit margin, so there is a lot of room to consult. Be assertive in bargaining and remember that nothing is off the table. If they offered you 17$/hr and you want 20$/hr – Ask them if they can make that change. Remember, if you don’t ask, you do not get. Even if the starting price is a bit lower than expected most companies have bonuses and there are pay raises at contract checkpoints throughout the employment period.

Breath of Fresh Air

I hope this article has been a breath of fresh air for those searching countlessly for a fair online ESL contract with no luck whatsoever – I have been more than happy to take the sacrifice for my fellow ESL teachers!

Check out DadaABC & VipKID – Two companies that are revolutionizing the online ESL market:

Apply to DadaABC 

Apply to VipKid 

Thank you, Daniel Didio for the opportunity to share this awesome opportunity, as this will change people’s lives!



Teach ESL Online from Home

The Online ESL Job Market is “HOT” but Be Prepared and Work Hard


Online ESL Job

The online ESL job market is HOT right now and many companies want to be the big dogs in the industry. This is like the dot.com area in the 1990s and no one knows who will be the last man standing. But you can make some money teaching ESL online while they fight it out.

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Here are the 5 steps to getting an online ESL job

1# Update your resume and tailor it to the Online ESL market

Look on the internet as some sample resumes. Also, see who is offering a free evaluation of your resume. That will get you started on what you can improve on. Furthermore, if you think you need more help get a professional to redo your resume.

2# Start applying for online ESL jobs

It took me over 2 years to find the right online ESL job. Now the market is HOT so hopefully, you will be able to find your job in a matter of months. You have to be persistent and keep on bugging some of these companies to get an interview. It will be all worth it in the end.

The Tор 5 Wеbѕіtеѕ tо Fіnd an Online ESL Tеасhіng Jоb to Teach Kids


Teach ESL Online Anywhere is focused on teaching ESL Online. You will find a comprehensive list of online ESL opportunities. This was created by yours truly and I make over $70,000 a year teaching ESL online to kids.


Onе оf thе mоѕt рорulаr ѕіtеѕ to find an online ESL job.


ESL Jobs Wоrld wаѕ сrеаtеd bу Dаvіd Rоgеrѕ who hаѕ bееn асtіvе іn thе fіеld of ESL ѕіnсе thе еаrlу 90’ѕ. ESL Jоbѕ Wоrld brіngѕ tеасhеrѕ аnd еmрlоуеrѕ tоgеthеr wіth best online ESL jobs for kids аnd еmрlоуmеnt bоth аbrоаd аnd overseas іn ESL, EFL, TESL, TEFL, ESOL, аnd TESOL.

This is the most comprehensive list of online ESL jobs. It is broken down by North American Companies, British Companies, Russian Companies, Spanish companies, Other European Companies, Chinese Companies, Japanese Companies, and Other Companies.


ESLcafe.com іѕ a wоrldwіdе саrееr wеbѕіtе fоr tеасhіng аnd еduсаtіоn. ESLcafe іѕ an old and respected website which has орроrtunіtіеѕ fоr ESL online teaching job for kids.

3# Get ready for your interview

You need to get involved with the online ESL groups and see who is working for the company that you are applying. They might be able to point you to some videos or materials to help you out. It doesn’t hurt to ask.

4# Preparing for your Demo Lesson

The company should send you material for the demo lesson. Look on YouTube to find examples of demo lessons. Don’t take the demo lesson lightly. You really need to be well prepared. I would even go so far to say over prepare for it. This is going to determine your starting pay rate for most companies.

5# You’re Hired!: This is only the beginning

You need to work extra hard for the next 7 months preparing for your classes and tweaking them to fit into your new companies system. At that point, you can start adding more classes to your schedule. I would do this gradually.

To sum up, if your goal into teaching ESL online from home then these are the steps you need to take to become successful. Once you get some experience you should seek out a mentor to help you with your online ESL career.

Happy Teaching!

Teacher Daniel 🙂

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Online ESL Job

Understanding what motivates online learners in ESL teaching jobs is important because motivated students are more likely to engage in activities that help them learn and achieve, says Brett Jones, associate professor of educational psychology at Virginia Tech. Based on an extensive review of the literature on student motivation, models of student motivation was developed, which identifies the main factors that contribute to student motivation: empowerment, Usefulness, Success, Interest, and Caring.

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Students feel empowered in online English teaching jobs when they feel that they have some control over some aspects of their learning. This can involve giving students choices. Is there some way that we can give students at least a little bit of control by giving them choices? Is there a way to give students some option to bring in something from their own lives or make some decision about a topic within that narrow assignment that lets them feel like they have some control over it?

For example; an online personal English course: An instructor has students either take an online assessment or attend one or two mini-courses related to the course’s learning objectives. This allows students the opportunity to choose their activities while still staying within the framework and goals of the course.


Students need to see that the course is useful and relevant to them within the course and beyond. In some cases, it will be obvious that the skills that students will acquire in a course will directly contribute to their success in a chosen career field. In other cases, that connection will not be as clear. Jones recommends being explicit about how the skills and knowledge students acquire in the course can be applied beyond school. One way to do this is to have students interview teachers and family members about what skills and knowledge contributed to their success.


Students in ESL teaching jobs need to feel that they can succeed in the course if they make a reasonable effort. The instructor can help students succeed by setting expectations, providing feedback, and facilitating the course so that students have access to additional resources if needed. “What resources do you have available for them to succeed? If you thought ahead you can know what problems students typically run into. A lot of times you can create additional documents or videos that explain the more difficult concepts,” Jones says.


There are two types of interest that contribute to student motivation: situational interest and individual interest. Situational interest refers to an aspect of a course that is enjoyable or fun. For example, Jones incorporates articles from Psychology Today related to the learning objectives to vary the tone and provide a different perspective from the textbook. “These are just little side readings that don’t take a lot of time and that might help students see how the [concept] might apply to the real world.”

Situational interest can be enhanced by novelty and emotions. We as humans are attracted to things that are novel. If you have something that can engender emotion so you get people fired up about a topic or issue relates to your learning objectives that can really draw people in. We want to trigger their interest so that they pay attention enough and are interested enough while they are engaged in it.

Situational interest is often short-lived, but it can lead to longer-term individual interest, which refers to how the content relates to the individual. For example, a student taking a mini-course that the student has a strong individual interest. It is possible for a student to have an individual interest in a course but not a situational interest. A student might think, for example, “I want to be a mechanical engineer, but this is boring.”

Remember that interest isn’t universal. We assume that students think a particular subject is fascinating or that everybody’s curious about it, but that’s not the case.

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Students need to feel that the instructor (and other students) care that they learn. Jones assumed that although caring is a big motivator for children, it would not play a large role in online higher education courses. He was wrong. In fact, in a study of 609 online learners, caring was the number one predictor of online instructor ratings. 


Take care of every aspect of your communication

You’re not watching your students when they take your course. Conversely, students do get to see you and make ideas about you based on how you communicate with them. Not so far, right?

Your posture, movements, voice tone and the words you choose will have a big effect on their learning experience and their motivation for continuing with your course.

Therefore, you should be careful about what you say (your course content) and what you don’t say with words, i.e. your body language. Just an interesting figure to illustrate the point: Nonverbal communication has an impact of 70% in what we communicate.

Throw your shoulders back to improve your posture. This will make you appear more trustworthy and comfortable. Accompany your words with the movements of your hands so they support what you’re saying: your hands let you prioritize different points, display processes and sequences, contrast two concepts and so on.

A very important resource you count with is your voice. Use the volume of your voice to emphasize the most important parts of your speech and make pauses in your narrative to let your students think. Be conscious of  the tone of your voice as Prof. Rafael Briceño recommends:

“If you have a high tone, don’t speak too fast and if you have a low tone, pay special attention to your modulation”.

When choosing the words you’re going to use to explain each concept in online English teaching jobs, avoid using technical jargon, unless it is necessary, because it creates a barrier between you and your students. And no matter if you’re using technical language or not, always include practical examples to show your students what is behind each concept.

Run a test

So far we have covered many aspects you should take into account before creating your course. If you are ready to start recording your online course, but you still think you can go further in order to ensure students motivation, there’s something else you can do.

Set everything up and record a lesson, then use this video to test how people react to it. Show this video to people you know and ask them their comments on topics as lighting, volume and everything we talked about in this post.

Additionally; in online English teaching jobs, you can improve the reach of this test by publishing your video on YouTube, Facebook or any social network you like. Listen to the comments of your viewers, as it will give you an idea of how your students will react (besides it works as a marketing resource for your future course).

These factors are very important factors to consider when coaching in an online job or elsewhere, and the recommended solutions can go a very long way in addressing these factors and ensure your students are always motivated to participate in your course.


Happy Teaching!    

Teacher Daniel 🙂

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Online ESL Job

Limiting the reading strategy use to shallow themes teaches students to think in a very restricted way about reading and its purpose. Once a strategy has been employed and comprehension gained from the text, if that meaning is trivial, then the student is not compelled to initiate the use of the strategy in the future, nor are they excited about beginning a new text, since there is no meaningful knowledge to be gained.

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Keep the following in mind when coaching students in online teaching jobs English so as to have an efficient and effective result at the end of the day:

Excessive Control Undermines Ownership

A teacher who controls every aspect of reading instruction is sending the clear message to students that their opinions and preferences do not matter. If you teach English online from home, students do not have any options in designing their learning, they become passive spectators to the teacher’s agenda.

As a result, students have no sense of ownership of the strategies being taught, the text used, or the knowledge presented, and have no reason to read that text. When it comes time to share the results of the learning experience, students feel no accountability. For many students, this lack of accountability means a failure to complete tasks and the likelihood that information is forgotten as soon as the experience is over.

Based on observations of classrooms, it was found that excessive control included frequent directives, interfering with the preferred pace of learning, and suppressing critical thinking. Such over-control resulted in behaviors of anger, anxiety, and resentment toward the teacher among fourth and fifth-grade students.

Readers need to establish and maintain a state of flow, or engagement while reading. If readers are constantly interrupted or made to start and stop at the teacher’s will, there is no feeling of ownership or personal responsibility for the reading assignment. Students who sense that their opinions and preferences are not heard and not valued are made to feel unimportant and powerless in the classroom.

This can transfer to the view that the reading activity itself is unimportant. There is no need for maintenance of self-regulation if the teacher is making all of the decisions. Students may follow along passively, without any decision-making processes taking place, and without the benefit of the trial and error involved in developing effective learning processes.

In online TEFL teaching jobs, Lack of ownership also diminishes the selection and use of reading strategies. When teachers give a trivial choice, such as which pen color to use, students know the choice is irrelevant to their learning and provides no connection between that student and reading. Students who are not allowed to make choices about which strategy to use or how to use it are being taught to view reading in a very limited manner, where there is only one way to approach a problem and no alternatives are presented. With little ownership, students’ reasons for reading become external. They may say “The teacher wants it done,” or “I’m only reading because I have to.” These external reasons are likely to lead to the superficial use of strategies and lower proficiency in challenging tasks.

A first step for thinking about supporting motivation more fully is self-appraisal. One starting point for self-appraisal is to use conversational questionnaires about motivation in the classroom. Useful inquiries can be made into the students’ viewpoint. Educators can explore the teachers’ viewpoint (teacher questionnaire).

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Regardless of which tools for self-improvement may be used, the implications of this article are that educators can advance the breadth and depth of students’ reading by explicitly and systematically nourishing their practices that affirm students’ motivations as readers, so these guides can help you to achieve your aim of getting your students motivated in an online ESL class.

Reading identity

Reading identity refers to the extent that individual values reading as personally important, and views success in reading as an important goal. Regrettably, very little is known about educational conditions that foster the development of reading identity. However, if you teach English online from home, it is well established that high achievers tend to identify with school and feel a sense of belonging in the classroom. Students who identify themselves as readers are the ones who are more likely to read and to gain knowledge from reading. Teachers support this by explaining that texts are important and functional, and that reading is relevant for student long-term interest and personal development. Under the best conditions, students connect reading skill and life outcomes such as career attainment and personal success.

Although there is little research on this issue, we suggest that when teachers model their own personal identification as readers and make explicit the fact that they value reading, students may perceive reading as beneficial and worthwhile. When teachers support students’ identity as readers, students have a commitment to complete the act of reading, not just to the satisfaction of the teacher, but to their own personal standard of excellence. This may result in a sense of accomplishment once a reading task is mastered that goes beyond the teacher and lesson, as the student is fulfilling his own personal sense of responsibility to excel at reading.

As students progress through school, their identity as learners and readers can progressively deteriorate. Young children typically give high ratings to reading and learning. However, as students approach the end of the elementary grades, many students cease to aspire to higher achievement or proficiency in tasks such as reading on any subject matter.

As they enter middle school, some students detach their sense of self-worth from school success. This is especially true for African-American or Hispanic students. Beginning in grades seven and eight, many of these minority students reject reading achievement and view it as unimportant. It was shown that African American and Hispanic students cease to value achievement in middle school. As it was documented for a national sample, African-American males increasingly disidentify with academics through middle and high school.

Their sense of self-worth progressively detaches from their level of achievement. They do not experience any benefit that justifies putting effort into reading. The school is not viewed as an avenue for advancement or success but is merely a requirement imposed on them. It was found that African American students often disengage themselves from evaluations in order to prevent unfavorable appraisals of their achievements.

Although there is little evidence on this issue, it is likely that when teachers encourage students to make connections with reading and to apply their personal experiences in the classroom, students may increase their engagement with the text. Teachers’ interpersonal relationships with students are also likely to impact their engagement favorably, which may foster their process of identification in the long term.

Finally, the concepts within reading lessons should span several days or even weeks. This allows students to gain a sense of becoming experts in a given topic or concept. For online teaching jobs English, introducing the concept in a way that accounts for students’ prior knowledge can in itself take multiple lessons to accomplish. Then, providing students with hands-on experiences and exposure to multiple texts should be the core piece of the unit, and again may span several days or weeks. Teachers can conclude with a culminating project that lets students express their gained conceptual knowledge.

These few guides are sure ways that can effortlessly help you in motivating your ESL students in an online ESL class without much hassle.

Happy Teaching!    

Teacher Daniel 🙂

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Online ESL Job

When teachers support this need for collaboration by allowing students to share ideas and build knowledge together in an ESL teaching jobs, a sense of belongingness to the classroom community is established, and the extension and elaboration of existing knowledge are facilitated. Students gain the perspective of others while debating topics in the classroom, extending their initial views. Students who work together on a reading task are combining their background knowledge and skill sets, learning from each other, and building a shared understanding of the material.

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Social motivation

Sharing reading is a social experience, whether students are reading in unison, discussing a novel, or working together to decode and define a new word. One of the aspects of school that children enjoy is spending time with friends. When given the opportunity to interact with a friend during class time, students will approach the given task with more enthusiasm for jobs teaching English online. Some online schools have multiple students in one class. If done correctly this can help motivated students. 

Arranging Collaboration Fosters Social Motivation

Students are social beings, and this is apparent both in and out of the classroom. Just as they crave social interaction on the playground, when in the classroom, discussion and collaboration are natural parts of a student’s learning and development, and students will readily embrace collaboration with peers as a reason to read. If you have a big student base how can connect them to create a more collaborated environment? This could be made into a fun project for your students. 

Fourth graders average and below average readers were observed and interviewed while engaging in a discussion of stories during reading class. Students were placed in either peer-led or teacher-led groups and given stories to read based on student interest and reading level. The resulting text related discussions between students in the peer-led discussions were more elaborate than the discussions that were teacher-led. You could have each student read their favorite bedtime and post the videos for other students to listen too. 

In the peer-led groups, students shared their opinions and background knowledge, leading to new interpretations of the text. The students in the teacher-led groups were not actively engaged in discussing incongruities in the text, as the teacher was the dominant member of the group and posted explicit questions, guiding students through the analysis of the text. Student engagement is supported when students are encouraged to read aloud together, create questions together, and extract meaning from text together.

In a literature review of motivation and engagement among Caucasian and African American students, it was found from multiple, experimental studies that African American students benefit from collaborative structures for interacting with text more than Caucasian students. Not only do African American students prefer collaborative to individual learning, but their text comprehension is enhanced relatively highly in collaborative learning activities that are well structured. Even sharing prior knowledge is motivating for students, when they are allowed to find common experiences with their peers, making them feel a sense of belonging within the classroom community. When teaching ESL online if you have a way to communicate with parents then you can create your own community. This would create a wonderful online ESL community for your students. 

When they learn that a classmate has experienced something that they have never seen or even thought of before, this creates a respect for and curiosity about fellow students. Once this kind of rapport is established, and dialogue has taken place about the given topic, students are more likely to engage in reading text communally and recall the resulting knowledge, as seen in a study of African-American fifth-graders. 

Grouping students of varying reading levels in an ESL teaching jobs can also be motivating, as the struggling students gain the perspective of more experienced readers, and the advanced readers clarify their own understanding through explaining concepts and reading strategies to their peers. For example, modeling and scaffolding students to say appropriately, “I disagree with you,” or “I want to add two points to what you are saying,” enables learners to become more interactively effective. Put your student in online reading groups and come up with homework reading activities parents and students can do together. 

In jobs teaching English online, students working individually may be more likely to acquire misconceptions and hold limited perspectives on a text than students in an open discussion. Working individually, students also miss the chance. This also relaxes the dependence on the teacher, and students feel a greater sense of independence when creating meaning with peers instead of always receiving help from the authority figure.

This extension of knowledge and perception leads to the elaboration of text. The initial concepts are read and decoded by the students, but then these concepts are extended beyond the boundaries of the text to include multiple interpretations and a complex structure of prior knowledge, perspective and emerging knowledge that has been building collaboratively. It is important for teachers to model and facilitate elaborative speech in their lessons in order for students to build their skill at collaboration.

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Individual Work Undermines Social Motivation

Some teachers feel that a classroom that is quiet and filled with students working individually and independently at all times is a controlled and well-maintained class. The silence in the room is not an indicator of student engagement nor is it necessarily conducive to complex learning processes such as building an argument or combining multifaceted knowledge to form new knowledge.

Students in this environment tend to feel isolated and do not sense a connection between themselves and a larger unit of scholars. Isolated learners may adhere to faulty logic or inaccurate interpretations without realizing the alternatives, or focus solely on one “correct” interpretation or conclusion.

These students also miss the chance to build social skills that include negotiation, persuasion, and synthesis of one’s perspectives with those of peers, which is something researchers have found students enjoy when given the opportunity.

Mastery Motivation

Students’ goals in the classroom vary from wanting to perform well in order to earn a grade, to wanting to master and become experts in some new reading strategy or conceptual topic. The quest for deep understanding or conquering reading skills is mastery motivation.

Thematic Units Cultivate Mastery Motivation

By emphasizing mastery goals as a reason to read, teachers are contributing to both student motivation and reading comprehension.

In jobs teaching English online, teachers who provide concepts that are complex, and persist over an extended period of time, are supporting the acquisition of deep conceptual knowledge. Goal orientation has been shown to be related to reading achievement. One way to scaffold mastery goals is to place large conceptual learning goals on the blackboard, bulletin board, or chart. As the lessons progress, key information is added and additional concepts are linked to the visible display. A teacher might scaffold mastery goal learning by beginning a large concept map and adding to it during the course of a thematic unit. This focuses students on deep understanding, rather than test scores or pages covered in a text.

Placing an emphasis on mastery of new material, not just the performance of tasks typifies a teacher with a focus on mastery goal orientation. In her classroom, concepts are introduced and then related to each other to form a complex web of knowledge. Students are able to explore topics in depth and at length, and come away with an understanding of the text that can then enhance future reading experiences.

Even at the lower elementary grades, students are capable of learning multiple concepts and making connections between those concepts. Although at first, they may appear more challenging, decodable texts that include conceptual knowledge are more likely to sustain student interest and foster curiosity, thereby creating engaged readers. Teacher’s attention to mastery goals for students is facilitating this conceptual learning. Making a lesson conceptual also facilitates the integration of domains such as science or social studies.

There is also a connection between other motivational practices and mastery orientation for an ESL teaching jobs. Teachers who supported student choice, intrinsic motivation, collaboration, and self-efficacy were effective in promoting mastery goals in their third-grade classrooms. This finding was based on an intervention study that increased opportunities for students to complete challenging assignments in a small group setting. Ratings of performance and work avoidant goals decreased, and mastery goals remained stable for the students in classrooms where teachers were rated as having a high implementation of the intervention.

Disconnected Units Undermine Mastery Motivation

In lessons that emphasize factual knowledge and disjointed topics that lack consistency, students are taught to avoid mastery and focus instead on short-term gains that do not result in the meaningful building of strategies or knowledge. It is important for teachers to be cognizant of the goal orientation of their classrooms, as students experience fluctuations in orientation as they move into the upper elementary school years.

Student engagement is diminished when the topics change daily, and students are left with no clear conceptual reason to read the text. Teachers who jump quickly from one unrelated topic to another are not giving students the chance to reflect on or digest new information. Even if the teacher is choosing appropriate conceptual themes, this is not effective unless students are given the time to manipulate these concepts and integrate them with existing knowledge. When students are made to read unrelated texts and then questioned in an oversimplified manner, such as asking them to recite dates that have been memorized or other surface knowledge without any connection to larger systems, their disposition for deep understanding is discouraged.

Finally, in an online English teaching job, students may learn new reading strategies while reading the text just for factual information, or to receive a grade for their performance. This does not mean that they are engaged readers or that they are mastering anything more than a skill set to be used within a specific context. Teachers who emphasize performance instead of mastery tend to stress formal assessments and grades, rather than engagement.

My final thought is that we need to create our student’s own sense of community like in a traditional classroom. The more we can do this and make a way for them to interact with other students in a positive way it would accelerate their learning. This is the future of online ESL.

Happy Teaching!    Teacher Daniel:)

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Motivating students

Online ESL Job

Ah, the joys of teaching! Young learners are so full of energy that most activities you propose are met with loads of enthusiasm when you teach English online from home. Adult learners are focused on meeting their language goals and have a wealth of skills and knowledge to contribute to the class.

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However, things are not as simple with students. Most are very clever and insightful kids, but this is not exactly the most talkative age group. Have you ever faced a class full of blank stares where most of the replies you hear are “Yes”, “No”, or “It depends”? Have you ever felt frustrated by their lack of interest?

Here are some strategies that should get your ESL online students more motivated:

Use as many references to pop culture as you can

Consider your students’ interests when you teach English as a second language online. Imagine you want to discuss last week’s events to practice the past simple tense. Will they be more interested in what President Obama did last week, or which outrageous outfit Lady Gaga wore to an awards show? If you’re not willing to discuss Eminem’s latest album or any of the Twilight books or films, then you won’t connect with your student students.

Give them a little friendly competition

Little kids like to compete, and students are no different. Whether they play sports or games on the Wii, they always try to out best each other. Why not introduce some friendly competition into the ESL classroom? Games are easy ways to do this, but you can also have them compete in any activity.

  • Give them 60 seconds to write down as many words as they can relate to a topic, like “clothes” or “foods”.
  • Tell them that whoever finishes a written exercise first or has the most correct answers, gets to choose a video to watch or a song to listen to in class.

Cater to their skills and exploit their talents

Most students are talented at one thing or another. Take your time to get to know them and discover what these talents are.

  • Students who are artistically-inclined may draw pictures, sketches or cartoons of a story you read out loud to the class.
  • Do you have a student who plays the guitar? Ask him or her to bring it to class and play a song while the class sings the lyrics in English.

Use pen pals to motivate writing

If your students are not enthused about writing assignments, give them pen pals to write to. At ESL Teachers Board or any other message board for ESL teachers, you can post a request for pen pals for your students, and find another teacher with whom you can trade email addresses. Writing to pen pals is a great introduction to what they may have to master later in life: business emails.

Make reading age appropriate

To get students excited about a reading assignment, make sure you choose material that will pique their interest. Naturally, books or stories about students are sure to work, but you can also include celebrity biographies, anything sports-related, or any topic that may interest them, but is also up to their reading level.

Play songs to improve listening comprehension

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If you play any of the audio that typically comes with course materials, your students will most likely tune out and not hear a word. The best way to motivate them to listen is by playing songs. But you should also choose songs they like, or can relate to.

  • This worksheet for Photograph by Nickelback provides a great warm-up exercise and a post-listening activity.
  • Listen to So Sick by Ne-Yo and ask your students to complete the tasks set forth in this worksheet.

Have video lessons

Videos have great potential in the ESL class when you teach English online from home. Thanks to recent advances in technology, we no longer need to have a TV and DVD player in the classroom to teach a video lesson. A laptop will do for a small class, and a speedy Internet connection is great, but not entirely necessary, as you can have video files already downloaded to your computer. To keep students focused on the task, choose short interviews, movie trailers, music videos, or how to videos on YouTube.

Integrate technology into the classroom

In the previous point, we mention how easy it is to show videos on a laptop, but you can integrate technology in so many other ways. Most students have excellent Web surfing skills, so why not assign them a WebQuest? A WebQuest is an online, inquiry-based activity where students are required to search for specific information within links provided by the teacher, and then produce a report or a PowerPoint presentation. Here are some great examples of WebQuests for students, but you can also design your own to suit your students’ level.

Play games

ESL games motivate any learner when you teach English as a second language online, whether they are 5 or 50 years old. But with students, it’s important to choose games that will challenge them, give them the right competitive feel, and help them effectively practice an ESL item. A guessing game or any type of quiz show game should get them motivated.

  • Try this Passive Voice Quiz Game, or design your own with similar categories.
  • The 6 Clues Guessing Game will have your students competing to see who guesses right with the least amount of clues.

Use realia in the classroom

The use of real-life objects is also a great way to motivate students of all ages. But it is particularly effective with students who are already lacking in enthusiasm.

  • Giving directions: Choose places that students frequently visit like malls, concert venues, or sports stadiums. Use anything from real city maps to brochures of these locations to practice giving directions.
  • Tell me about yourself: Instead of just telling the class about themselves, ask your students to bring photos, as well as some of their favorite things, like books, CDs, a skateboard, or anything that represents them.

Make sure that at the beginning of the course you discuss what their learning goals are. They may not have thought of this earlier, but they may come to realize that they need English to surf the Internet, understand their favorite band’s songs, or chat with foreign friends. And talking about the things that interest students are a great way to establish rapport. Once you connect with them, you won’t find any more blank stares. You’ll see a room full of eager, smiling faces!

Next steps for educators

One remarkable quality about the motivations presented here is that they are associated with more and better reading at all grade levels K through 12.

These motivations are also associated with more and better reading in classroom contexts that are created in the short term or the long term. If a teacher supports students’ ownership by giving many choices in one lesson, the students are likely to respond positively with more motivation for reading. More profoundly, however, if a curriculum embeds choices across the school year and daily instruction underscores students’ self-directed learning, students’ ownership of reading will grow substantially and drive achievement upward.

These steps are very effective ways that could help you in achieving your goal of motivation your students in an online ESL teaching jobs for positive results.

Happy Teaching!    Teacher Daniel:)

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ESL Classroom

Online ESL Job

I think that we can all relate to sitting in a class trying not to nod off or listening to an instructor who is brilliant in a particular field but who has no ability to engage students. For online teaching jobs English, this is often something that we can overcome through self-motivation. 

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Effective teachers scaffold choices so that at first there are limited options, and eventually, students are making multiple choices within a lesson such as topic and text selection, partner or group selection, or making decisions about the end product. It is vital, however, that students are not given choices that are overwhelming either in breadth or depth. If students have a particularly hard time with decoding text, for example, an appropriate approach would be for the teacher to select the topic and provide two texts from which the student can make a choice.

Students who are more independent could choose from five texts, and especially proficient students might have a choice of topic as well as text. The goal is to move students gradually to the point where they are making multiple choices within a lesson, such as topic and text selection, partner or group selection, and decisions about the end product. If students are expected to make multiple choices initially, they will be overwhelmed and unlikely to accomplish the desired goals of lessons.

In an environment such as CORI, where students are consistently given meaningful options, and then guided to make appropriate choices, students subsequently experience an increase in reading comprehension and increased self-regulation. This contributes to greater attention to reading tasks and commitment to completion of these tasks. Throughout the process of reading, and once it is complete, students emerge with a sense of ownership of the reading strategies they have learned and practiced, ownership of the knowledge they have attained, and accountability for the further development of the strategies and knowledge that have been developed through their choices.

Younger students, however, often do not have a high degree of self-motivation – they are in your class, most likely, because their parents enrolled them. In these types of cases, it is up to you, the teacher, to create a positive classroom environment that is going to engage and motivate your students externally.

For online teaching jobs English, creating a positive learning environment in your classroom will allow your students to feel comfortable, safe and engaged – something that all students deserve. In a classroom where values and roles remain constant and focus is placed on the positive aspects of learning, students will be more open to actively participating in class.

If they are given the opportunity to become responsible for their own learning, students will be more likely to benefit from the lesson, and thus more likely to be self-motivated. This should be a primary goal for all teachers since the lack of motivation is often the root of disciplinary issues.

What is a positive classroom environment?

A number of factors contribute to a positive learning environment for your students. Here is the most important aspect to focus so as to impact positively on your online ESL students:

Core Ideas

Each teacher will have different standards and values in the classroom, but the only universally important element is that these remain consistent so that students know what to expect and what is expected of them.

It is important that your students know that theirs is an inclusive, respectful, community-oriented environment. To build community and an inclusive atmosphere in the classroom, one idea is to involve students in taking attendance, using photos of each student as a supplement to the boring old ‘HERE’ style of attendance-taking.

For online TEFL teaching jobs, it is also important to remember that, more than anything else, students will emulate your actions in the classroom. Therefore, it is very important to work well within your community – with your partner teachers as well as other members of the staff.

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When you teach English online from home, this is an extremely important – and fun – part of creating a positive learning environment. Your classroom should be a dynamic and engaging place to be for your students. What would you think if you walked into an elementary classroom with nothing on the walls? Weird….

So have fun, but keep your décor related to both your particular students and to the topic being taught. In an ESL classroom, keeping it related to the subject matter is pretty easy, since almost anything in English counts, but keeping it related to your students requires that you know a bit about them.

If you are afforded your own classroom, this is much easier than if you have to go from class to class – although it’s still possible. In your own classroom, reserve a portion of the wall for each class that you teach. This allows them to feel that they belong in the classroom. You can also use the walls to re-enforce your core ideas, such as community, by posting photos of students, group photos, and student work.

If you have to move from room to room, have a portable poster for each group you teach, and this will establish a similar sense of belonging. Keep their past projects so that they know that their work is valued.

Another aspect of ambiance in the classroom is how it is physically set up. Again, this should reflect your core ideals. Desks arranged in rows does not allow for a very communal atmosphere so you may want to come in just before your class and rearrange the desks in a circle, groups or pairs. Don’t forget to move them back when you’re finished in the room!


If you establish your expectations for student behavior early and keep them consistent, you may be able to avoid many classroom management issues.

Laying down the ground rules early in your relationship with a class is quintessential to your success as a teacher. Involve your students in this to be sure that they are aware of the rules and the consequences. This is another great way to add to the ambiance of your classroom – post the ground rules and always lean towards positive, rather than negative, re-enforcement of them. Posting something on the wall when a student doesn’t follow the rules will likely affect the entire class in a negative way, but posting something for each student that did adhere to the rules will do the opposite.


The role of the teacher goes both ways – you are responsible for imparting knowledge to your students, but you will be a more successful teacher if you also allow yourself to learn from them as well. This is particularly true when you are teaching ESL in a foreign country. Your students can teach you multitudes about their culture.

Learning about your students will allow you to keep the material and classroom activities relative to their interests. I taught in South Korea during the World Cup, so an easy – and usually accurate – default for me was soccer. Teaching a difficult concept with a topic that your students are interested in will result in a higher rate of retention.

The Wrap-Up

Putting together a classroom with the above ideas in mind in an online TEFL teaching jobs will create an environment where your students will thrive. They will feel involved and responsible for their own learning as well as being comfortable enough to actively participate in individual and group activities. Your positive re-enforcement will allow them to build self-esteem and be more successful students, which, of course, makes you a successful teacher!

Happy Teaching!     Teacher Daniel 🙂

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