Bridging the gap: An autobiographical study on English learning  experiences through private tutoring in Cuenca, Ecuador

Nicol Paulina Garzon Cordero; Diego Cristian Cajas Quishpe

doi:10.29166/kronos.v6i2.8879

Autores/as

Nicol Paulina Garzon Cordero Maestrante UNAE
Diego Cristian Cajas Quishpe Universidad Nacional de Eduacación

DOI:

https://doi.org/10.29166/kronos.v6i2.8879

Palabras clave:

tutoría privada, motivación, identidad del estudiante, inglés como lengua global

Resumen

El presente estudio explora las experiencias de aprendizaje del inglés de estudiantes en Cuenca que recurrieron a tutorías privadas después de enfrentar dificultades persistentes en la educación formal. Desde un enfoque cualitativo
y autobiográfico, la autora examinó las trayectorias de aprendizaje de adolescentes entre 13 y 18 años que recibieron tutorías privadas de inglés con la investigadora entre 2020 y 2025. Esta investigación buscó contribuir a la comprensión
de las desigualdades educativas y a la necesidad de prácticas de enseñanza del inglés más empáticas en Ecuador. Los datos
se recopilaron mediante entrevistas en profundidad y un diario reflexivo que documentó las prácticas pedagógicas y las dinámicas emocionales. El marco teórico integra conceptos como la motivación, la identidad del estudiante, el imperialismo lingüístico y el inglés global, con el fin de analizar cómo estos factores influyeron en las percepciones y decisiones de aprendizaje de los estudiantes. Los hallazgos revelan que la tutoría privada no solo funciona como apoyo académico, sino también como un espacio de recuperación emocional, construcción de confianza y resignificación del inglés como
una herramienta de aprendizaje significativa.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Libros (Books or Book Chapters)

Bray, M. (2023). Shadow education in Latin America: Assembling the jigsaw. In M. Bray & G. Parreira do Amaral (Eds.), Shadow education in Africa and Latin America (pp. 147–163). Comparative Education Research Centre (CERC), University of Hong Kong.

Tamayo, S., Almeida, F., & Cajas, J. (2025). EFL teacher’s story of commitment and dedication to student learning: A narrative inquiry approach. Universidad Central del Ecuador. https://doi.org/10.1007/978-3-031-87701-8_34

Sadhu, S. L. (2024). Kashmir stories and other folklore. (S. Sadhu, Ed.). Sharad Sadhu. https://acrobat.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3Aee8961c2-467f-31e2-b2ed-8a12f9c4a5f0

Revistas Académicas (Journal Articles)

Alharbi, L. A. (2024). Faculty needs and qualified writing tutors in an EFL context: Voices from Saudi Arabia. RELC Journal. Advance online publication. https://doi.org/10.7771/2832-9414.1012

Barre-Parrales, P., & Villafuerte-Holguín, J. (2021). English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019–2021. English Language Teaching Educational Journal, 4(2), 99–112. https://doi.org/10.12928/eltej.v4i2.4295

Bray, M. (2024). Missing data: What we know and what we need to know about private supplementary tutoring. Revue internationale d’éducation de Sèvres, (87). https://doi.org/10.4000/12fsy

Chan, V. N. M. (2019). English private tutoring in Macao: Perceptions of senior secondary three students. ECNU Review of Education, 2(1), 44–63. https://doi.org/10.1177/2096531119840864 (Original work published 2019)

Černá, M. (2020). Private tutoring in English through the eyes of its recipients. Orbis Scholae, 14(2), 59–79. https://doi.org/10.14712/23363177.2020.13

Eckstein, G. (2023). An ESL specialist in a composition writing center: Is experience the same as expertise? Feedback Research in Second Language, 1(1), 55–75. https://doi.org/10.32038/frsl.2023.01.04

Escobar-Fandiño, F. G., & Silva Velandia, A. J. (2020). How an online tutor motivates E-learning English. Heliyon, 6(10), e04630. https://doi.org/10.1016/j.heliyon.2020.e04630

Gil-López, V., González-Víllora, S., & Hortigüela-Alcalá, D. (2021). Learning foreign languages through content and language integrated learning in physical education: A systematic review. Porta Linguarum, 35, 165–182. https://doi.org/10.30827/portalin.v0i35.15785

Guerrero, S. E., Astudillo, M., Orozco Jurado, V., Robalino, G., & Riera, F. (2025). Online academic tutoring for English language learning: A case study of receptive skills development in Ecuadorian students. World Journal of English Language, 15(1), 413–420. https://doi.org/10.5430/wjel.v15n1p413

Hajar, A., & Karakus, M. (2024). Coming out of the shadows: Investing in English private tutoring at a transition point in Kazakhstan’s education system during the global pandemic. The Language Learning Journal, 52(5), 571–584. https://doi.org/10.1080/09571736.2023.2213244

Heron, M., Dippold, D., Aksit, N., Aksit, T., Doubleday, J., & McKeown, K. (2024). Tutors’ beliefs about language and roles: Practice as language policy in EMI contexts. Teaching in Higher Education, 29(1), 251–265. https://doi.org/10.1080/13562517.2021.1973410

Hua, B., & Yung, K. W. H. (2024). A narrative inquiry into EFL tutors’ career trajectories through social cognitive career theory. System, 126, 103489. https://doi.org/10.1016/j.system.2024.103489

Islam, M. M., Hoque, S., & Hoque, K. E. (2021). Inequalities in private tutoring of English: A phenomenological qualitative study based on Bangladeshi higher secondary students. The Qualitative Report, 26(3), 734–750. https://doi.org/10.46743/2160-3715/2021.4429

Prastyo, Y. D., Tinanti, M. V., & Farhana, S. (2022). A study on English private tutoring based on students’ perceptions at SMP Xaverius 1 Bandar Lampung. Journal of English Educational Study, 5(2), 103–111.

Roughton, J. C. (2022). Exploring the benefits of private out-of-school tutoring in English among high school students. International Journal of Educational Research Open, 3, 100145. https://doi.org/10.1016/j.ijedro.2022.100145

Walker, N., & Zhang, K. C. (2024). What are the non-academic impacts of private tutoring? Voices from A-level students in UK urban schools. Issues in Educational Research, 34(2), 760–780. http://www.iier.org.au/iier34/walker.pdf

Werbińska, D., Bozyiǧit, E., Guerra, L., Ekiert, M., & Köse, S. (2019). English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study. Glottodidactica, 46(2), 175–196. https://doi.org/10.14746/gl.2019.46.2.11

Yung, K.-W.-H., Entrich, S. R., & Bautista, A. (2023). Shadow education: New areas of inquiry in teaching, learning and development. Journal for the Study of Education and Development, 46(4), 1–27. https://doi.org/10.1080/02103702.2023.2245227

Zeng, Y. (2024). Private tutoring as a relief or burden? Changes in parental beliefs about young children’s tutoring after COVID-19. TESOL Quarterly, 58(2), 473–499. https://doi.org/10.1002/tesq.3345

Tesis o Disertaciones (Thesis or Dissertations)

Zumbuehl, M., Hof, S., & Wolter, S. C. (2022). Private tutoring and academic achievement in a selective education system (CESifo Working Paper No. 10044). Center for Economic Studies and ifo Institute (CESifo). https://hdl.handle.net/10419/267277

Página Web (Web page)

Carlana, M., La Ferrara, E., Pineda, A., Kitmang, J., & Monge, M. P. (2022, November 8). Online tutoring: A promising solution for accelerating learning. Inter-American Development Bank Blog. https://doi.org/10.18235/0005742

Inter-American Development Bank. (2023). Multiplying learning: Remote tutoring to enhance schooling. IDB Technical Note. https://publications.iadb.org/en/multiplying-learning-remote-tutoring-enhance-schooling

Charoenroop, P. (2021). Local perspectives on English language teaching in private tutoring in Thailand: Re-examining roles and implications. rEFLections, 28(3), 419–440. https://www.econstor.eu/bitstream/10419/267277/1/cesifo1_wp10044.pdf?utm_source=consensus