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

Authors

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

DOI:

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

Keywords:

private tutoring, motivation, learner identity, Global English

Abstract

This study explores the English learning experiences of students in Cuenca who turned to private tutoring after facing persistent challenges in formal education. Using a qualitative autobiographical approach, the author examined the learning journeys of teenagers aged 13 to 18 who received private English tutoring with the researcher between 2020 and 2025. The research aimed to contribute to the understanding of educational inequality and the need for more empathetic English language teaching practices in Ecuador. Data was collected through in-depth interviews and a reflective teaching
journal that documented pedagogical practices and emotional dynamics. The theoretical framework integrates concepts
such as motivation, learner identity, linguistic imperialism, and Global English to analyze how these factors shaped students’ learning perceptions and decisions. The findings reveal that private tutoring serves not only as academic support but also as a space for emotional recovery, confidence building, and the reimagining of English as a meaningful learning tool.

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References

Libros (Books or Book Chapters)

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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)

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