Abstract
Very little research has been conducted on the design of Teaching English as a Foreign Language (TEFL) certification courses. Student feedback is one procedure that can be used to identify and address any shortcomings of a course (Harvey, 2011). This study focuses on how graduates of online TEFL courses perceive the design of the course and whether they felt prepared for the complexities of teaching abroad. The study aims at highlighting the TEFL graduates’ perceptions of the overall design of the online TEFL course while describing their perceived confidence to teach abroad upon completion of the online TEFL course. This study presents findings based on a qualitative inquiry that facilitated the study of the participants lived experience and allowed the researcher to gain a deeper understanding of their opinions and perspectives (Austin & Sutton, 2015). The results of this study propose that the participant’s held both negative and positive perspectives. The content of the TEFL courses was perceived as being simple to access, well-sequenced, and with a good pace. Communication during the course was also shown in a very positive light. Participants felt that online TEFL staff replied quickly and course deadlines were flexible and accommodating...
M.Ed. (Information and Communication Technology)