When you teach English as a second language online, practices that Impact Reading Motivation



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Almost all agree that some amount of reading is vital to becoming a good reader. Teaching expertise does not arise without active participation in best teaching online jobs. Some educators would advocate that the best way to become a proficient reader is by reading widely and frequently. But other educators suggest that gaining proficiency may not be so simple for many students who may need more contextual support.

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Contextual support is extremely valuable for gaining reading proficiency, but we are suggesting that, while explicit instruction and appropriate texts are valuable, an often overlooked factor has been motivational support. For online ESL jobs home based, we propose that when the classroom encourages the powerful motivations for reading, students acquire proficiency steadily and predictably.

Intrinsic versus extrinsic motivation

When students read a passage or a book, they usually have a reason for doing it. Likewise, when they avoid reading a text that they may be expected to read, they usually have a reason for their resistance. The most prominent reason for recreational reading is “I enjoy it.” This reason refers to interest or intrinsic motivation, which means doing something for its own sake, and these motivations are internal to the student.

Students who consistently read for their own interest are often quite competent and are usually highly achieving readers. Students who are intrinsically motivated spend 300% more time reading than students who have low intrinsic motivation for reading. Compared to 10 other motivations, intrinsic motivation for reading was most highly associated with whether or not students read widely and frequently on their own accord.

In elementary school, when you teach English as a second language online, external motivations are usually not negatively correlated with reading competence, but in secondary school, the external reasons for reading become negatively related to achievement. By secondary school, students who read only for the reason of avoiding getting in trouble, or only to avoid feeling ashamed for failing, show low and declining achievement.

The reasons for reading, then, are crucial. Simply reading is insufficient. When internal motivations such as intrinsic motivation and interest energize students’ reading, students interact with text deeply and gain relatively high amounts of knowledge or aesthetic experience. If students’ reading interests are weak, their competency grows little and their quality as readers diminishes.

Motivation, Reading Achievement, and CORI

In this article, we present motivations that have been widely found to foster achievement.


Associated with these, we share the reasons for reading when the motivation is affirming (positive) and the reasons for avoiding reading when the motivation is undermining (negative).

Most importantly, there are classroom practices that encourage these five reasons for reading, and each practice can be implemented in the short term or the long term. We present classroom practices that impact internal reasons for reading, according to empirical studies. We draw on a variety of research, including studies of Concept-Oriented Reading Instruction.

What makes CORI and other motivational programs different from traditional reading instructions are the focus on increasing not only reading comprehension but also reading engagement for students at all reading levels. This is achieved through the explicit inclusion of motivation support in the classroom. In CORI, teachers are trained in five motivational practices, and these are embedded in the curriculum. We will also refer to other research that confirms these practices.

Intrinsic Motivation

Students who read for the sheer enjoyment of reading are intrinsically motivated. They are not reading for the external rewards sometimes offered by teachers, such as toys, food, candy, or grades. These students also choose to read during their free time both in and out of school, initiating reading without promises of either reward or punishment. Teachers can implement practices in the classroom that either support or undermine student intrinsic motivation.

Assuring Relevance Builds Intrinsic Motivation

When the reading material is made relevant for students, they are more likely to become engaged and competent readers. When teachers encourage intrinsic motivation in students in best teaching online jobs by making the reading activity in class relevant, students initiate and persist with the reading tasks.

To assure relevance, text, and activities should be linked to real-life experiences, hands-on activities, a conceptual theme, and should be culturally relevant. This is the purpose of hands-on science activities in Concept-Oriented Reading Instruction that we have examined extensively. Activating the background knowledge of students before, during and after reading helps them to make connections between their own lives, their interests, and the text. For example, having a discussion about a child’s recent trip to the city may help get students’ minds set for an upcoming text about urban architecture.

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For situations where students have little or no existing background knowledge, hands-on activities help to bring personal experience of a new concept to the class. Dissecting an owl pellet and observing the animal bones, skulls and hair found within is a good way to bring quick personal experience to a text about the survival mechanisms of the owl. These are some of the activities used in Grade 3 implementations of Concept-Oriented Reading Instruction.

As well as selecting texts that connect to students’ interests and backgrounds, teachers encourage intrinsic motivation in students by making the reading activity in class relevant for students. Relevance gives them a reason to initiate and persist with the reading task. Students are also more likely to be engaged in reading if there is an ongoing, relevant conceptual theme. Teachers who create units of study that focus on some conceptual theme based on student interest are encouraging students to enthusiastically read the expository and narrative texts over a prolonged period of time, sustaining engagement.

Non-relevance Undermines Intrinsic Motivation

When teachers do not assure the relevance of text or reading activity, students tend to avoid reading. For example, students may experience low relevance when there are multiple unrelated topics within one lesson, with few or no links to background knowledge. Teaching texts and topics that have no basis or connection to students’ background knowledge disengages students and gives them a reason not to read the text.

If they are consistently given texts and reading activities that are outside of their own experiences, with no regard to student interest or preferences, there is little reason for students to initiate reading the text and even less chance that students will become immersed in the reading. Over time, the readings will be seen as tedious chores. Disliking the texts, students will tend to avoid reading.



Students who feel ownership of their reading is more likely to become engaged in that experience. Too often, teachers create an environment in the classroom that emphasizes the teacher’s authority and ownership of the space, the materials, the curriculum, and by extension, the learning that takes place. Once students are placed at the center of the learning experience and are encouraged to think of reading as their own personal asset, they will see the value of investing their time and energy in reading.

Affording Choices Strengthens Ownership

There are opportunities throughout the school day to offer meaningful choices to students. These choices can be manifested in several ways that effectively give students a sense of ownership that becomes one of the reasons to read.

The main factors to consider when providing choice are whether the choice is meaningful, whether it is relevant to the activity, and whether the level of choice is appropriate for the student. If the choices provided by the teacher meet these criteria, the result is an increased sense of ownership that the student feels towards reading, as well as an increased self-regulation and investment in the acquisition of reading strategies. Experiments show that giving choices of what to read or how long to spend on specific texts increases students’ sense of being “in charge” and their time spent reading.

Students have individual interests and preferences when it comes to text genre, format, and topic. Even if the topic has been set by the teacher, a variety of texts can be offered that appeal to students, giving them a sense of responsibility; once they choose a particular text, there is now a responsibility to read and follow through with that choice. One research team observed teachers in a brief, 10-minute lesson on how to solve a problem. Afterward, they asked students about their motivation and their sense of being in charge of their learning.

Students were demotivated when the teacher did the following: talked constantly, gave detailed directions, asked controlling questions, gave deadlines, criticized students, and gave answers before students finished. In contrast, online ESL jobs home based, students reported feeling engaged and motivated for the tasks when teachers did these things: listened, asked what students wanted, provided a rationale for work, picked up on student questions, gave encouraging feedback, and recognized challenges.

Happy Teaching!    

Teacher Daniel 🙂

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Motivation has long been a major problem for most teachers of English as a Second Language (ESL) or as a foreign language not only teaching ESL online but also elsewhere.

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Motivation in the ESL classroom is easily one of the most important factors as I’m sure most teachers would agree with me. The main reason I’m coming to this point of view is that most of our students have low motivation to learn English. In addition to that, while most of them have a vague sense that whether “English will be useful for my future” or not, they don’t have a clear idea of what that means, nor is that a very strong motivator; it’s too vague and too far off.

The first step in tackling the problem of motivation is that the teachers need to understand and appreciate the role and importance of motivation in any learning this might be advantageous when searching for the best teaching online jobs.

In second language learning as in every other field of human learning, motivation is the critical force which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he perseveres. It is a complex phenomenon and includes many components: the child’s drive, need for achievement and success, curiosity, desire for stimulation and new experience, and so on. These factors play a role in every kind of learning situation.

The Error Correction 

In a home-based online teaching job, It is always asked whether we should correct all students’ errors, whenever they occur. The reasonable answer is that if we stop at every single error and treat it with no room for errors to take place, this will lead to a gap of communication and students will be too much afraid of making mistakes. Hence, due to being too much obsessed with making errors, students will be too much reluctant to participate.Thus, Teachers should be aware of when to correct errors and how to do that without any hurt and humiliation. In a learner-centered classroom, it should be better to correct errors, which students make unconsciously, whenever there is a gap of communication or when not treating the error will result in a misunderstanding of the idea expressed.

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Concerning the ways of how to correct errors, there are several techniques which the teacher, who is seen as the monitor, should choose from them according to the type of the error and task where the incorrect form of language occurs. Among these ways of correction, we can state self-correction, peer correction, and teacher correction.


This is another technique to teach English jobs online so to vary the pace the lesson and to respond to the fundamental notion of variety in teaching. Teachers are advised to use the role- play activity in order to motivate their students and to help the less motivated learners take part in the lesson. Besides, certain tasks in the student’s book are followed by a role-play activity where it becomes a necessity to undergo such an activity. As good examples of that, we can state: the hide (item) and guessing game, dramatize an interview of customer and shop assistant, doctor and patient conversation, etc…

Using realia, flash cards, Stories and songs in teaching 

Realia and flash cards are considered as important tools in teaching for every best teaching online jobs, especially a foreign language, since they play the role of a facilitator in teaching new vocabularies such as fruits, vegetables, clothes items, etc… Besides, they are very helpful in drawing especially beginners’ attention to follow and match new words to items. In addition, realia is an authentic material that helps the teacher to overcome classroom artificiality. Creating stories with the students is another way of developing speaking and writing skills. Actually, creating stories is grounded in the students’ ability to create a story from their personal experience. In creating stories, some issues are revealed, such as a) fluency, b) whether the students have enough language to create the story, and c) accuracy.

Teachers in a home based online teaching jobs are able to demonstrate techniques of using songs in different ways to teach grammar, vocabulary, pronunciation and community building because the students like songs and they motivate the students to learn the English language in an interesting way. Teachers can elicit students’ ideas about the song through activities such as prediction, mind maps, word splashes, etc. Students discuss questions such as the feelings in the song, what will happen next, etc. and write their responses in an interesting manner. Students may write and present how the song makes them feel and then draw a picture of their feelings while listening to the song. Teachers respond to this presentation and ask questions. Then, feedback is provided.

Happy Teaching!    Teacher Daniel 🙂

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My VIPKID Teacher Journey Teaching English Online to Chinese Students


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As an Online ESL Teacher, it is vital to have a detailed daily schedule. It is very important to try and figure out how to balance life and the craziness of teaching English online from home with VIPKID. It is so easy to get pulled into doing extra projects for your Online ESL Job and before you know it you’re exhausted and burn out. At one point last year I didn’t leave my house for 7 weeks. It took me almost a year and a half to get a structured schedule that balances work and family. 

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When I hit around the 7-month mark, my ESL teaching job with VIPKID became an obsession. At that point, I had refined my teaching in the classroom to fit what VIPKID wanted. I had an excellent system in the classroom that my students loved and it made for a relaxed and stress-free class. I soon realized that I needed to focus on only doing things that would build up my student base.

I became a VIPKID Open Class teacher which is teaching a 25-minute class to around 100-500 students. It is more like a performance than an online ESL class. By doing this it reduced the gaps in my schedule. I loved teaching it! It was a nice change of pace. I taught 2-3 of them each month.

Next, I did an audio of a bedtime story that was sent out to the student base. This was viewed by over 4,000 parents. At that point, I was only working on company projects that would put me in front of the parents and students. This was helping but I still wasn’t happy with the ups and downs of my schedule.

So now we have the Summer rush coming June, July, August. I was determined to put as many hours in that I could to build up my student base. It wasn’t easy and it isn’t for the faint of heart. Here is how many classes I taught each month and my final payment for the Summer Rush:

June 2016: 702 classes taught: $7,000

July 2016: 788 classes taught: $9,112 (Big Summer Bonus Program)

August 2016: 741 classes taught: $7,803

I worked my butt off and it really paid off financially for my family. Parents were starting to complain that it was hard to book my classes. That is what I was looking for to have parents waiting to book my classes. Here is what some parents say about my classes:

“No wonder to become a star teacher, the class language fun, pronunciation and intonation ups, and downs, to attract children’s attention. Pay attention to correct the pronunciation of children in time, and make targeted guidance after class evaluation. Children with the teacher relaxed and happy, fruitful. Real good teacher!”

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“Finally got the girl love the teacher, the class vivid and lively. Comments are also put forward according to their own, very pertinent, will always be on the Daniel class.”

“JASON very much like DANIEL teacher, but the teacher’s class is too difficult to make an appointment. The teacher is very relaxed, children can relax, these days the children cough very fierce, but still need to insist on the teacher’s class, teacher DANIEL is very courteous and accessible, class atmosphere is also very good, can continue to encourage children. At the end of the class time, the teacher and children chat, expand the contents of some textbooks. In short, I and the children are like you, looking forward to meeting with you every week, thank you!”

The final incentive that really hit home for me was Winning the Trip to Beijing. I really wanted to win the trip because that would put me in front of the parents and students. I won the trip to Beijing with VIPKID and it was one of the best company experiences that I have ever had. It gave me an insight into the company and a better overall understanding of the market.

So why am I telling you this?

VIPKID has over 10,000 teachers now. You need to take advantage of anything that puts you in front of the parents and students. You need to go outside your comfort zone and sometimes push your self a little harder if you want to make working online with VIPKID or other online ESL schools.

I try to help as many teachers as I can find an online ESL job online via my Online ESL Job blog but I only have so much time in the day. I want online ESL teachers to be successful teaching ESL online from home. This will give you more control over your career and at a later point, it will give you the work-life balance that you need in today’s crazy world.

I’m focusing my efforts to help online ESL teachers that are struggling to get booking and are having a difficult time making money teaching ESL online from home.  I’m offering One-on-One Consultation to help online ESL teachers get bookings faster so they can become successful.


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I want to help as many Online ESL Teachers as I can to become successful teaching ESL online from home. SIGN UP TODAY!

Happy Teaching! Teacher Daniel

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