I wanted to travel and work at…
I wanted to travel and work at the same time. As a participant who just completed the course, finishing a 100-hour certificate program, I felt pretty good about it. I’m a goal-oriented student, so I liked the clear structure. The instructor was fine.
I picked this course because I…
I picked this course because I wanted to live somewhere totally new. Just finished the short-term program, and the intensive applied learning part was a lot of work. I felt happy with how it all went. The material was good enough for what I needed.
I just finished the 100-hour c…
I just finished the 100-hour course last week. I feel pretty ready to teach English overseas now. I wanted to get away from my boring routine and start fresh. I’m pleased with how it went. ******* explained things so clearly.
I took this course to move fro…
I took this course to move from my old job into teaching. I finished the 170-hour one. It felt pretty solid, not amazing. I learn best by talking things out, so the discussions helped. ******* was a good teacher, one of the better ones I’ve had.
I was thrilled when I finished…
I was thrilled when I finished the course. The videos really helped me as a visual learner. Taking this was a great way to break out of my old routine. I feel motivated to keep learning more now.
I finished the program and for…
I finished the program and for someone who likes to talk things out in class, it felt a bit lonely. The self-paced setup is fine, but I missed group chats. My goal was to get better at teaching English, and I guess it worked okay.
When Good Intentions Go Astray: The Story Behind Japan’s English Education Shift
Before Japan’s classrooms were filled with smiling assistant language teachers (ALTs), there was a different vision entirely. In the late 1970s, Japan launched two groundbreaking programs: the Monbusho English Fellows Program (1977) and the British English Teachers Scheme (1978). These initiatives brought in qualified, experienced foreign English teachers who had real credentials and years of clas...[Read More]
From Village Life to City Lights: Teaching English in Central Asia’s Urban Hubs
After months of teaching in a quiet village, the yearning for city life can become overwhelming. You miss the buzz of busy streets, the convenience of late-night cafes, and most of all, the vibrant sound of live music. If you’re a teacher with a bachelor’s degree, a CELTA, and two years of international experience, you’re already well-positioned to make the jump. The good news? Central Asia’s majo...[Read More]
The Best Platforms for Finding TEFL Jobs Abroad
Starting your journey as an English teacher overseas is exciting, but finding that first job opportunity can feel overwhelming. You might be wondering where to look, what websites actually work, and which platforms have helped other teachers land legitimate positions. The good news is that there are several reliable resources that consistently connect teachers with schools around the world. Tradit...[Read More]
When Your Job Description Doesn’t Mention Mouse Chasing
You spent months preparing for your TEFL adventure. You memorized classroom management techniques, studied phonics, and practiced creating engaging lesson plans. You envisioned yourself inspiring young minds with English grammar and vocabulary. What you never anticipated was that your classroom would occasionally turn into a high-stakes wildlife documentary. There’s a moment every TEFL teacher kno...[Read More]
TEFL in Thailand vs. China: Where Should Beginners Go?
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Teach Taiwan’s Hidden Requirements: Why a TEFL Certificate Isn’t Always Enough
You’ve done the groundwork. You’ve earned your Bachelor’s degree, completed your TEFL certification, and you’re ready to pack your bags for an exciting teaching adventure in Taiwan. You visit the official recruitment site, read the glossy promises about training centres and supportive placements, and feel confident. Then, one email shatters it all: “We only recruit professional, government-license...[Read More]