Experiences of an English Language Teacher

Category: Teacher Tips (Page 1 of 2)

Important Updates for Preply from August 2026

Preply is possibly one of the most popular online tutoring sites available for many around the world. I had previously shared some of the thoughts about teaching or relying too heavily on the platform. Nonetheless, there are thousands of language tutors using the site each and every day, but there are also some important updates that Preply have shared recently. These particular updates are important as they directly impact anyone using Preply to either teach or learn a language.

My response to the new updates with Preply

For those that use Preply to tutor online, whether full-time or part-time, language teachers can be discovered by potential students based upon a variety of filters: language(s) taught, location of the tutor, cost, as well as a range of factors. One factor that can be used to find a reputable tutor is the ‘Super Tutor Badge’.

The Super Tutor Badge is currently awarded to Preply Tutors over a 90-day period and tutors must achieve the following set criteria:

  • You’ve taught 40 or more lessons
  • You have a tutor rating of 4.8 or above
  • You haven’t been absent for any lessons (trial or non-trial)
  • You’ve replied to at least 90% of first messages from potential students in less than 24 hours
  • You’ve encouraged at least 60% of your trial students to pay for a subscription
  • You haven’t canceled or rescheduled more than 5% of trial lessons
  • You haven’t canceled or rescheduled more than 20% of regular lessons

However, Preply are going to be updating the criteria from 1 August 2026 with the following:

  • You’ve taught 40 or more lessons
  • You have a tutor rating of 4.8 or above
  • You haven’t been absent for any lessons (trial or non-trial)
  • You’ve managed to convert at least 50% of your trial students to subscriptions*
  • You haven’t canceled or rescheduled more than 5% of trial lessons
  • You haven’t canceled or rescheduled more than 20% of regular lessons
  • You’ve taught at least 80% of your trial lessons in the Preply Classroom
  • You’ve messaged 80% of students within 24 hours of receiving a new message or trial booking
  • You’ve messaged 80% of students within 24 hours after the trial

The final three have been added and I guess you can say that there is more that Preply Tutors have to achieve. The one redeeming point though with the update from this August is the fact that you do not have to achieve a 60-percent subscription rate, as this has been reduced to 50%.

Interestingly, Preply have also changed the wording regarding subcriptions after the trial lesson. Originally it is, “You’ve encouraged at least 60% of your trial students to pay for a subscription and this has been changed to “You’ve managed to convert at least 50% of your trial students to subscriptions. Something just feels wrong with the current wording of ‘pay for a subscription’, and I am glad this is changing.

Despite the criteria being shared, there was something within the email that I had received from Preply, which does raise a question.

There was more information in the email from Preply regarding the sharing of next steps

Within the email that I received, Preply suggest that after the trial lesson, Preply Tutors should follow up students with a message ‘sharing the next steps. Notice that ‘next steps’ has been placed in bold, and this raises a question.

After a class, there is usually a pop up after the trial lesson where you can share the next step with Preply students. With AI tracking the lesson, i.e. overall discussion during the lesson, vocabulary, pronunciation, etc., Preply is able to formulate a ‘next steps’ template that can be shared in the student’s chat.

This is normally what is prompted after a Trial Lesson with a potential student, where we need to send ‘next steps’

My question is this: Are we required to share with students the ‘next steps’ that has been formulated and created automatically, as there is a difference between the email and the criteria on the platform?

It would be good to hear from Preply regarding this as it is still a little unclear and personally, I would like to share my own advice or next steps with the student that I have created. From time to time, I am happy to review what has been suggested but most of the time I am pleased to share my own ideas.

What are your thoughts about this update with Preply? What other changes do you think Preply should consider? Let me know in the comments.

Get Students Blogging to Develop Writing Skills

With previous semesters, I had some challenges with students clearly submitting AI-generated work. At first, I wanted to put a stop to this by incorporating weekly in-class handwritten assignments, but I soon discovered that it would take a large amount of time to provide suitable feedback on time. This semester, I decided to embrace AI and to develop my Writing and Presentation Skills course by incorporating the digitalisation of their writing by getting students to write blogs. This is despite the overreliance of AI, particularly with auto-generated content and the loss of student voice with their writing.

In this blog post, I will share some personal experiences of incorporating blogging with my students, best practices if you wish to do the same, as well as some final pointers should anyone be interested. As ever, if you have any advice for student blogging, then do please let me know and drop a comment – even if you enjoyed reading my ramblings today.

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KOTESOL Connections Day: A Fantastic Weekend Away

Last Friday, I was fortunate to have the chance to visit Seoul. It’s always nice to get away from the habits of one’s place, to explore elsewhere. Yet, it was more than just a weekend to visit Seoul, I attended the KOTESOL Connections last Saturday as well as to discuss the upcoming KOTESOL International Conference for 2026. It was also the perfect opportunity to use my new camera, in the field, and to capture some pictures while attending.

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How To Diversify Your Income After Preply

One of my previous posts I shared was more a current review about Preply as a platform and the growing concerns that I had regarding the reduced number of bookings that I had over the past number of months. However, since that honest and candid review, I received quite a lot of feedback from other tutors on the platform sharing their experiences which were rather similar in this regard.

I created a dedicated page on my website for potential students to book a trial lesson with me which gained some interest over the past few weeks and have already had a few bookings, but I have kept my Preply profile live with anything just in case.

In the video above, I shared a few thoughts about post-Preply with a scheduled lesson with a student but they never turned up. However, despite some of the challenges that I had encountered, there has been an improvement of late. In this post, I share some of my thoughts and reflections.

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Going Back to Basics in the Classroom

I have just finished a two-week intensive English course with Korean high school students that were to help them prepare for their academic studies at university. It was so nice to teach pre-intermediate to intermediate English learners as most of my students are high level. However, what I have noticed with young adult learners is the over reliance of technology and to have everything automatically translated or generated by Artificial Intelligence.

In this post, I am sharing my thoughts and reflections on getting learners less reliant on technology while also getting more comfortable and confident speaking English.

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Twenty Teaching Tips from 20 Years in the Classroom

Well, I don’t know about anyone else but this year has flown by, and it reached the end of the year before I knew it. Therefore, I’ve written this article sharing twenty practical and personal tips that you could consider (or not) with your teaching. I hope this gives you some inspiration into how one could approach their teaching as well as their lessons.

https://youtu.be/_-Rh2tAKfFw
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A Review of the Year

As it edges towards the end of another year here in South Korea, it is always a good opportunity to review 2025. As with everybody I suppose, much has happened this year personally and I have really not blogged as much as I had wanted. However, one thing that I have been working on busily is planning, filming, and editing video content for my YouTube Channel. So apologies if this website has been rather quiet of late.

Anyhow, let’s start at the beginning of the year.

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The Challenge of AI and Teaching Writing Skills

One of the courses that I teach in South Korea is a writing course to international students. Essentially, it is with this course students learn the fundamentals of planning, structuring, and writing an essay so they acquire the necessary skills to complete any future essay in their other courses. However, after delivering a course a few years ago, students were offered unfettered access to AI tools such as ChatGPT or Google Gemini, and I noticed an increase detection of AI usage with Turnitin. This obviously posed a range of challenges for educators and professors, regardless their specialism, to assess

After a few years of attempting to curtail student AI reliance or misuse, I am no where closer to where I was a few years ago, let alone establish any clear and detailed criteria to grade student written work, but I have experimented with and without the inclusion of AI. I am sharing what I have been able to establish over the past few years in relation to student writing and AI and I hope this helps anyone else that is in the same position.

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Five Ways to Incorporate Newspapers in the Classroom

Recently, I was thinking about ways to use newspaper articles in the language classroom and it reminded me of suggestions that I came across during the period of my MA studies many years ago. With the growing reliance on digital articles and webpages, it is sometimes nice to go back to basics without any smartphones, automatic translation, or AI summarising tools.

In this post, I share five ways to use newspapers in the English language classroom and how best to make such heavy reading accessible for language learners. It is notoriously challenging for learners to become accustomed to reading newspaper articles in English, let alone their first language. When I speak to my students, few of them get their news from printed articles with more reliance on short form content such as Instagram, YouTube or TikTok. Anyhow, with such ideas, hopefully it offers improved accessibility towards newspaper articles for English students.

You can watch the YouTube video above where I detail all five ways to incorporate newspaper articles in the the classroom and Channel Members will be able to access a free lesson.

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