Getting Quality Online Teaching English Jobs

For many years, people have found it exceptionally hard to find online work that allows them to utilize their passions. As the job market begins to suffer and stifle people, limiting their opportunities and abilities to move forward, many people who have access to degrees and the credentials to be a teacher will fall by the wayside. For that reason, though, ESL teaching jobs have become so hard to come across in the normal way of life. With many schools seeing funding cuts reducing the openings for teaching staff, it can be hard to find the confidence, the belief and the will that, in time, things will get better.

So, for that reason, many people are turning to online ESL teaching jobs. Why should you allow your skills and training to go to waste? After all of those years of learning and improvement in a general sense, it can feel pretty galling to see it be for nothing. To help you avoid that, then, you should be looking at getting quality online teaching English jobs put in place as soon as you possibly can.

Quickly and easily, you can make it much easier for you to build up an in-classroom system and a portfolio that can take you further. Getting the best ESL teaching jobs on the internet is hardly impossible, either. To help you make this possible, you should be looking to understand the benefits of being able to teach children this way. For example, ESL teaching online allows for:

  • Easier learning with students. When they don’t have all day taken up by your lessons they are more likely to actually pay attention.
  • Greater earning potential. Now, if you choose, you can work full-time using online teaching English jobs, pulling in a tutors fee rather than a standard salary, greatly expanding workplace opportunities.
  • More control. You are in full control of the lessons, meaning that you can work to a way that you feel happy with, not what someone else dictates.
  • Greater freedom. You can work when you want, and where you want!

With all of this in mind, you should find it a bit easier to build up an in-classroom system for yourself in the online ESL industry. The options for finding jobs in this are quite varied and thus you should do what you can to build up a more cohesive, credible partnership. With so many options out there, though, or even the ability to go freelance, ESL teaching jobs are far more reliable, available and easy to get involved in than the traditional form of teaching ever was. If you want a new employment opportunity, this is it!

Teach ESL Online From Anywhere

Happy Teaching!

Teacher Daniel 🙂



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.


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.


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 fair, 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 on 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 🙂



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.

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).

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 🙂