The worlds of lecturing and TEFL couldn’t feel more different. Lectures can be one-way streets: great for packing in lots of info, but lacking in student engagement.
TEFL flips the script.
Lessons come alive with role plays, discussions and plenty of practice. Students can’t just sit back and soak up info; they have to speak up.
Read more: What is TEFL & TEFL Certification?
For lecturers, it’s a refreshing change. It’s a break for the vocal cords and a chance to actually hear what students think.
We spoke to seasoned lecturer Mduduzi “Ihsan” Mathe about his experience transitioning from academia into the world of TEFL.
With nearly a decade of experience teaching Roman History at Dallas College in Cape Town, South Africa, Ihsan found himself at a professional crossroads. Fuelled by a curiosity for the mechanics of language teaching, he stepped into the world of TEFL.
Ihsan shares his journey, highlighting how his academic background both supported and challenged him as he stepped into the world of English language instruction.
I taught students aged 18-25 for nine years, while also providing extensive, uniquely tailored courses on a wide range of topics like contemporary affairs, politics and history to those aged 30-45.My motivation to pursue TEFL was driven by a desire and interest to learn the technical aspects of TEFL after reflecting on the direction of my professional life.
This career pivot was encouraged by my mentor, who recognised the potential it offered and guided me toward that decision.
I also had an unshakable curiosity that it offered more than just a teaching qualification — it provided a transferable and valuable skill set.
As a result, I was interested in understanding the technical components of language instruction and grammar systems.
Ultimately, TEFL represented both a practical opportunity and an intellectual challenge, allowing me to develop professionally while deepening my understanding of language and communication.
Read more: Transferable Skills For TEFL Teachers
Overlaps between lecturing and TEFL
Lecturing requires the ability to transmit information to students by breaking it down systematically and applying a method of analysis. The teacher handles most of the work by breaking down complex content and simplifying it, enabling students to absorb the material more easily.
However, this approach creates an unbalanced teacher-student talk time ratio with the teacher dominating the lesson.
Teaching English as a foreign language (TEFL) requires different techniques and methods. Unlike lecturing, I had to employ a process of vertically integrated teaching.
Read more: From Teacher-Centred To Learner-Centred
For example, before I conduct my lessons, I must perform a needs analysis to identify the strengths and weaknesses of the students. Then, I can identify and anticipate difficulties that may arise during the lesson, allowing me to adapt to the students, rather than them adapting to my teaching.
A further example is age groups and the level of English. The former is an essential factor to keep in mind before teaching, since some students bring more life and travel experience than others. This is especially true in mixed groups of teenagers, young adults and adults where communication styles differ.
This prompted me to change my teaching style to make it more creative and flexible. I began using different techniques and age-relevant topics to match participation levels, life experiences and learning preferences, while still focusing on improving English proficiency.
TEFL certification and first steps
I completed a Level 5 TEFL qualification.
The Level 5 TEFL certificate (168 hrs) offers a deep dive into TEFL, perfect for formal teaching roles, while the Level 3 certificate (120 hrs) provides a basic introduction suited to casual or short-term teaching — different levels of preparation for different teaching goals.
This course covered:
- English language teaching and learning context
- Lesson planning and resources in English teaching and learning
- English language: vocabulary, grammar and pronunciation
- Speaking, listening, reading and writing
Read more: What is a Level 5 qualification?
Adjusting from lecture-style teaching to ESL techniques
My initial experience in TEFL was both challenging and transformative. My previous teaching was based on content-heavy teaching methods.
I found it difficult at first to adjust to a more technically-oriented and student-centred approach. The shift required me to rethink how I delivered content and focus more on learner engagement, participation, and communicative competence.
However, one area of immediate familiarity was the content itself — I could adapt much of the knowledge I had gained through previous teaching experiences and reshape it better to fit the needs and levels of my students.
What proved most unfamiliar, and ultimately most valuable, was learning how to structure lessons using the PPP (Presentation, Practice, Production) method.
This method required a different kind of planning that emphasised gradual skill-building, interactive activities, and measurable outcomes.
Over time, this approach helped me become more intentional in my teaching and better equipped to facilitate meaningful learning experiences.
Early TEFL teaching experiences
My first TEFL teaching experience was with Turkish students. They were hosted formally by Dallas College.
For their first visit, I designed a specialised course tailored to their needs. Due to the success and positive feedback from that initial experience, the students returned for a second visit.
This time, they contacted me directly to arrange a follow-up programme.
I created a short course on conversational English and grammar, incorporating contemporary articles and short videos about South Africa to foster dynamic and culturally engaging lessons.
This interactive approach resulted in a rich, immersive learning experience that resonated deeply with the Turkish students, whose cultural heritage shares affinities with that of Cape Town. It supports both language development and cross-cultural exchange.
Read more: Are Conversation Classes Really Effective?
Lessons learned from teaching international students
Overall, the lessons went smoothly and were well received by the students. However, a primary challenge I encountered was time management.
- Student enthusiasm sometimes threw off the lesson pace.
Students were positively engaged and eager to share their thoughts. While it enriched the classroom environment, it occasionally disrupted the pacing and intended outcomes of the lesson.
To accommodate this, I utilised Mondays as a space for open discussion, allowing me to manage time during the rest of the week and maximise the delivery of language content and instructional goals.
- Another unexpected challenge was student punctuality and attendance.
On several occasions, the lessons I had carefully planned were impacted by late arrivals or absences.
- Late submissions or lack of preparation sometimes altered the flow of the session.
I had shared handouts in advance, expecting them back before class. Impromptu comments on the material then pushed me to adjust my approach on the spot.
Read more: Survival Tips For Your First Day In The EFL Classroom – No Experience? No Problem!
I gained significant insight into the importance of cultural and regional sensitivity.
Even though all the students were from Türkiye, their diverse regional backgrounds influenced their life experiences and perspectives.
This diversity required me to be adaptable and attentive in how I :
- explained specific topics, and
- engaged with their feedback.
By adjusting to these nuances, I enhanced the overall learning environment and gained a deeper understanding of the role that cultural context plays in language education.
What’s next on the TEFL journey
For now, I plan to continue teaching locally, where I can further refine my skills and contribute meaningfully to my immediate educational environment.
TEFL continues to evolve, consistently introducing new ideas and methodologies for language instruction.
Looking ahead, I’m interested in exploring the creative dimensions of teaching TEFL, particularly in content development and the pedagogical approaches that drive classroom engagement.
This ongoing journey motivates me to stay informed about emerging practices. It inspires me to eventually contribute to the field in a more innovative and content-driven capacity.
Read more: 13 Different Jobs For TEFL Teachers
Advice for future TEFL teachers
I highly recommend a TEFL qualification to anyone passionate about the English language, with an interest in learning about other cultures, or seeking a meaningful career pivot into education and international communication.
“I really regret taking that TEFL course,” said no one ever!
Your TEFL journey can be whatever you want it to be. Whether you want to keep it local or enjoy an international experience, the TEFL classroom brings English to life in fun, challenging and meaningful ways.
Read more: Is TEFL Worth It: How Useful Is A TEFL Qualification?
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