S T A N D I N G E X P ER I EN C E S
UNDER
F H O M E - BA S E D T E A C H E RS
O
I N G E N G L IS H A S A S E C ON D
T E AC H
LANGUAGE
N I C OL E M. J A MER O
DULSIE
JUNE, 2021
CONTEXT/RATIONALE
Education is the most powerful force for cultivating human capital and promoting
modernization. China is becoming a regional power and will significantly influence the future of
the world, and since “education can enhance human capital, increase the individual’s productivity
and contribute to economic development” (Wang 2011, 213–229) the country’s future will be
largely determined by its education system.
The educational system is changing to meet the needs of 21st-century learners, technology
integration has become critical in meeting that need. Home-based teaching may close the digital
gap that exists and equips students with the skills necessary for success in the 21st-century
workplace (Lemke & Martin, 2004). While much research exists on the implementation of home-
based teaching, further research is needed to explain the teacher’s experiences and perspectives in
teaching in such environments to investigate effective and successful learning in the classroom.
One factor that contributes to the brain drain in China is related to the high expectations from
students’ families. Under the One-Child Policy, Chinese parents 36 Zhou: China’s Path to Achieve
World-Class Education put a lot of pressure on their only child to have a successful life.
In the context, to know and deeply understand the experiences of home-based teachers teaching English as a
second language. This study wants to know the experiences of teachers, teaching-learning delivery, and
strategies which are tools for monitoring efficiency in the provision of education, and their insight about
their experiences through their field of expertise and many more. The researcher is interested to know the
experiences of these teachers as they raise concerns to the intended beneficiaries of the study. What are their
experiences as home-based teachers, how do their view their experiences, how do they feel and how do the
experiences affect them as a teacher.
Purpose Statement
The main focus of the study is to know and deeply understand experiences
of home-based teachers teaching English as a second language. This study
wants to know the experiences of teachers, teaching-learning delivery, and
strategies which are tools for monitoring efficiency in the provision of
education, and their insight about their experiences through their field of
expertise. The researcher is interested to know the experiences of these
teachers as they raise concerns to the intended beneficiaries of the study. What
are their experiences as home-based teachers, how do their view their
experiences, how do they feel and how do the experiences affect them as a
teacher. It was further aimed to documents the experiences of home-based
teachers teaching English as a second language.
RESEARCH QUESTION
This qualitative phenomenological study specifically seeks to answer the overarching
question and stand in questions:
1. How do the participants describe their experiences as home-based teachers teaching
English as a second language?
1.1 How do they view their experiences as home-based teachers teaching English as a
second language?
1.2 How do they feel about their experiences as home-based teachers teaching English
as a second language?
1.3 How do the participants’ experiences as home-based teachers teaching English as a
second language affect their lives?
RELATED STUDIES
The focus of this research is on the findings of Miles, K. H., Odden, A., Fermanich, M., &
Archibald, S. (2004), that the professional development of the individual is inseparable from his
personal growth. Professional competence, along with professional orientation and professional
flexibility, is the key object of professional development and the application of human creativity in
professional work.
The experience of personal growth is certainly incorporated into naïve notions of development as
well as psychological approaches to well-being (Ryff, 1989). Indeed, the feeling that one is growing is
associated with wellbeing. However, the extent to which this phenomenological experience of having
grown reflects real developmental change remains a question open to empirical inquiry.
THEORETICAL LENS
Bronfenbrenner’s Ecological Systems Theory supports this study for it
emphasizes the importance of studying children in multiple environments,
also known as ecological systems, in the attempt to understand their
development. According to Bronfenbrenner’s theory, children typically find
themselves enmeshed in various ecosystems, from the most intimate home
ecological system to the larger school system, and then to the most
expansive system which includes society and culture. Each of these
ecological systems inevitably interacts with and influences each other in all
aspects of the children’s lives.
METHODOLOGY
RESEARCH DESIGN QUALITATIVE PHENOMENOLOGICAL
RESEARCH LOCALE GENERAL SANTOS CITY
5 IDENTIFIED 51TALK HOME-BASED TEACHERS TEACHING
RESPONDENTS ENGLISH AS A SECOND LANGUAGE
INSTRUMENTS INTERVIEW GUIDE
ONE-ON-ONE INTERVIEW AND FOCUS GROUP DISCUSSION WITH
51TALK TEACHERS
DATA GATHERING PROCEDURES
“They need to connect who they are
with what they learn”
(Wlodkowski & Ginsberg, 1995, p. 12)
THANK YOU
