Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program

Abstract

This study looks into the challenges faced by three undergraduate students at Santo Tomas University while coursing the bachelor's degree in English Language Teaching (English as a Foreign Language) through distance education. Three data collection instruments designed were: firstly, a written narrative; secondly, a questionnaire (lead by the researcher); and finally, a survey. The study objective was to identify the challenges they encountered, and the strategies they implemented to overcome the difficulties along with how these experiences helped them constructing their identities as teachers. A qualitative research approach was employed to explore in depth the most relevant challenges faced by students. Data was collected through a personal narrative, a questionnaire with researcher intervention, and a self-administered questionnaire. The analysis revealed significant insights into the challenges faced by students in this field and how, through resilience, they were able to overcome these difficulties. The results also provide important information for both students of the bachelor's degree and those in other distance education programs, as well as for teachers and coordinators of these programs, who can use this information to recognize the challenges and develop strategies to help students overcome obstacles and achieve success in completing their professional careers.