INTRODUCTION

This document outlines ITEFLOCA’s integrated standards for online TEFL course accreditation, combining content requirements, delivery methods, and assessment approaches. Recognizing the unique nature of online TEFL education, these standards provide appropriate flexibility while maintaining quality expectations.

SECTION 1: CORE PRINCIPLES FOR ONLINE TEFL COURSES

1.1 Accessibility and Communication

• Providers must maintain open communication channels with students, responding within 72 hours 
• All course details, including pricing, must be transparently displayed without drastic fluctuations (except for promotional discounts) 
• A minimum 7-day cooling-off period with refund guarantee must be offered to new enrollments (used digital content can be discounted according to law)
• Technical support must be provided throughout the course duration 
• The course must be run by professionals with the knowledge needed to be able to adequately respond to any student questions about content in order to ensure that any errors in said content can be swiftly amended and correctly explained to students

1.2 Content Delivery Flexibility

• Content must be presented through multiple engaging formats
• Delivery methods may include video lectures, interactive assessments, text lessons, audio content, and automated feedback systems
• Peer collaboration opportunities should be provided through forums or social media platforms when practical, and must be provided when promised
• Progress tracking dashboards are recommended but not required if alternatives are implemented

SECTION 2: CONTENT FRAMEWORK BY HOUR DESIGNATION

All TEFL courses must include content coverage appropriate to their hour designation. The following framework provides flexibility while ensuring comprehensive coverage:

2.1 All TEFL Courses (Core Content Areas)

Courses must cover these fundamental areas with depth appropriate to their hour designation:

English Language Essentials

• Grammar fundamentals and teaching approaches
• Pronunciation basics and phonological awareness
• Vocabulary teaching principles

Teaching Methodology

• Lesson planning and structure
• Communicative language teaching approaches
• Basic classroom interaction patterns

Teaching Language Skills

• Reading, writing, speaking, and listening instruction
• Integrated skills teaching approaches

Classroom Management

• Basic management techniques
• Student motivation
• Time management and activity (optionally covered in lesson planning)
• Managing different classroom dynamics (e.g. age or cultural considerations)

Assessment Fundamentals

• Basic assessment types and principles
• Feedback techniques (written and verbal)
• Error correction approaches

Materials and Resources

• Selecting and adapting teaching materials
• Using authentic resources effectively
• Digital and online teaching resources

2.2 Additional Requirements by Hour Designation

100-Hour Courses

• Must cover all core content areas
• May use any delivery and assessment methods outlined below in Section 3

120-Hour Courses

Must include all core content plus at least ONE specialized area:

• Teaching different age groups (e.g. Young learners, adults, etc.)
• Teaching multilevel classes / differentiation
• Teaching business / specific industry
• Cultural awareness in teaching
• Teaching using digital media
• Teaching large classes

150-Hour+ Courses

• Must include increasingly specialized content in areas such as:
  • Teaching English for Specific Purposes
  • Technology in language teaching
  • Advanced teaching methodologies

SECTION 3: DELIVERY AND ASSESSMENT FLEXIBILITY

3.1 Acceptable Delivery Methods

ITEFLOCA recognizes that online TEFL courses may employ various delivery methods:

• Fully Automated Courses: Self-paced courses with pre-recorded content and automated assessments
• Blended Approaches: Combining automated content with some tutor feedback
• Interactive Platforms: Using forums, webinars, or live sessions to enhance engagement
• Video-Based Learning: Using classroom observations and teaching demonstrations
• Simulation-Based Practice: Virtual teaching scenarios and interactive case studies

3.2 Assessment Flexibility

ITEFLOCA acknowledges the unique assessment challenges in online environments and accepts various approaches:

• Automated Assessments: Multiple-choice, matching, and short answer questions with immediate feedback
• Tutor-Assessed Work: Lesson plans, teaching materials, and reflective essays (though some may consider tutor-graded assignments as superior to automated content, if done properly, the latter can avoid some issues with replication of A.I.-generated lesson plans/answers, or it may be equal in terms of measuring students’ understanding versus the potential for use of external assistance tools. At the end of the day, TEFL courses are generally for training and rely on trust between the course-provider and the student in terms of the student being motivated to go through the process as it was designed to be undertaken.
• Video Analysis: Analyzing teaching demonstration videos. This is highly recommended because it provides valuable vicarious learning and reinforcement of theoretical principles of teaching, and it also prevents the concerns raised above. 
• Peer Assessment: Structured peer feedback activities
• Self-Assessment: Guided reflection and self-evaluation activities
• Project-Based Assessment: Creation of teaching portfolios or resource collections

3.3 Minimum Assessment Requirements

While allowing flexibility, all courses must include:

• Regular progress checks throughout the course
• Interactive practice questions with immediate feedback and detailed solutions
• Performance analytics or tracking for students
• At least one comprehensive final assessment appropriate to course length
• Clear criteria for successful course completion
• Specific passing grade criteria (e.g. students need to score above 70% in all assessments to gain certification)

SECTION 4: QUALITY ASSURANCE STANDARDS

4.1 Content Quality

• Materials must be accurate, current, and professionally presented
• Content must reflect current TEFL methodologies and best practices
• Materials should be free from significant errors in grammar, spelling, or facts
• Course length must reasonably match the designated hours and must be justifiable (some courses are too short: difficult text with TEFL-related jargon and concepts might be expected to be read at roughly 6000 words per hour with our minimum at around the 3000-word mark with questions being posed to review key ideas)

4.2 Student Support Requirements

Courses must maintain appropriate support structures:

• Comprehensive FAQ databases for common questions
• Technical support services for platform issues 
• Resource libraries or supplementary materials
• Clear communication channels with tutors or supervisors (may be email-based)
• An A.I. chatbot may be an acceptable alternative to the above where it is able to fulfil these duties aptly and comprehensively

4.3 Assessment Quality

• Assessment methods must align with content and learning objectives
• Feedback must be constructive and support learning
• Automated review and/or assessments must include some detailed explanations, not just right/wrong indicators
• Skill- and theory-based assessments must be included at appropriate intervals

SECTION 5: ACCREDITATION EVALUATION FRAMEWORK

ITEFLOCA evaluates courses using three rating categories for each standard:

• Meets: Fully satisfies the standard requirements
• Almost: Partially satisfies the standard with minor improvements needed
• Not Yet: Does not satisfy the standard and requires significant improvement

Accreditation decisions are made according to these criteria:

• Accredited – Excellent: Exceeds all standards (requires unanimous agreement from accreditation staff)
• Accredited: Meets all standards with no “Almost” or “Not Yet” ratings
• Provisionally Accredited: Meets most standards with up to 3 “Almost” ratings and no “Not Yet” ratings
• Not Yet Accredited: Contains one or more “Not Yet” ratings

Courses receiving provisional accreditation must improve at least one “Almost” rating within the first year and continue to work on improving the other “Almost” standards each year to prove a commitment to professional development in meeting students’ needs.

SECTION 6: PRACTICAL IMPLEMENTATION GUIDELINES

6.1 Content Distribution Guidelines

While allowing flexibility, courses should generally allocate time across content areas as follows:

*This may involve entirely online activities including giving feedback on teaching videos, for example. We are flexible on what counts as practice/application as long as it requires students to apply what has been learned in the course and think critically about how to apply this in a real classroom context.

6.2 Assessment Distribution Guidelines

Courses should include a mix of assessment types appropriate to their length.

Knowledge checks, applied tasks, reflections, and final assessments should all be in place in varying degrees to ensure that students interact with knowledge, link it to existing or newly acquired knowledge, embed the knowledge, and then reflect and utilize this knowledge in the context of EFL classroom and/or online teaching.

SECTION 7: RE-ACCREDITATION REQUIREMENTS

All accredited courses must undergo review every 5 years to maintain accreditation status. This review ensures:

• Content remains current and relevant
• Technology platforms function effectively
• Student support systems operate efficiently
• Assessment methods remain appropriate and effective

CONCLUSION

ITEFLOCA recognizes the diverse approaches to online TEFL education while maintaining appropriate quality standards. These integrated standards provide guidance while allowing for innovation and flexibility in course design, delivery, and assessment.

For questions about these standards, please contact:

Email: accreditor@itefloca.com
Website: www.itefloca.com