Computer-Mediated Communication in Language Teaching: Challenges and Responses of Filipino ESL Teachers in the Philippines

The use of technology has permeated every aspect of our life in the twenty-first century. The Internet and computers have transformed communication, giving people from all walks of life a chance to connect globally. However, computers also provide new challenges for teachers, particularly in language education. For instance, English as a Second Language (ESL) teachers in the Philippines frequently face these challenges as they attempt to integrate technology into their international students' instruction methods. Hence, this paper discusses the challenges faced by Filipino ESL teachers in teaching English to their Korean students and how they responded to these difficulties. Using the snowball sampling technique, this study gathered 30 ESL teachers across the Philippines. The findings indicate that technology proficiency, cultural differences, students' lack of exposure to the English-speaking community, and the use of "Konglish" by their students are only a few of the challenges Filipino ESL teachers face in language teaching. Based on the study, computer-mediated communication plays a significant part in language teaching to develop original and cutting-edge teaching strategies. Accordingly, Filipino ESL teachers believe that using computer-mediated communication to improve teaching and learning is essential to build a comprehensive and unified plan that considers pre-existing values, beliefs, and competencies. Computer-mediated language pedagogy will also assist Filipino ESL teachers in increasing output and learning more about how to improve and adapt the current language teaching and learning approach to contribute to the development of Korean students. Keywords: Computer-mediated communication, language teaching, language learning, ESL, Filipino ESL teachers.