Examining the Nature, Effectiveness and Implications of English Private Tutoring among Undergraduate Students at an EMI University in Kazakhstan

Abstract

This study examines the nature, effectiveness, and broader implications of fee-charging English private tutoring (EPT) among undergraduate students enrolled in English-medium instruction (EMI) programmes in Kazakhstan. While fee-charging private tutoring has been widely associated with school-level exam preparation, no research has examined how EMI university students engage with and evaluate EPT in higher education contexts in Kazakhstan. Addressing this lacuna, the study adopts a qualitative design to investigate eight undergraduate university students’ motivations for participation in EPT, their learning experiences, and their perceptions of EPT’s role in supporting academic and linguistic development. Using a phenomenological study approach, data were collected through narrative writing and individual semi-structured interviews with 8 EMI undergraduate students who had recently engaged in EPT. The analysis was guided by Benson’s (2011) framework of language learning beyond the classroom, focusing on the dimensions of location, formality, locus of control, and pedagogy. The findings reveal that students primarily engage in EPT as a strategic response to the linguistic and academic demands of studying in English. Participants reported improvements in speaking confidence, vocabulary, grammatical accuracy, and their ability to manage EMI-related academic tasks. EPT was consistently valued for its personalised, flexible, and goal-oriented nature, which contrasted with the perceived limitations of formal university instruction. However, the study also highlights critical concerns about unequal access, inconsistent tutor quality, and inadequate regulation. Participants recognised that while EPT can enhance learning opportunities, it may simultaneously reproduce educational inequalities. Overall, the study argues that EPT should be understood not merely as supplementary support but as a significant and structured response to institutional gaps and the growing marketisation of English in Kazakhstan’s higher education system. Pedagogically, the findings suggest that EMI institutions should integrate more personalised, student-centred, and language-supportive practices into formal curricula to reduce reliance on private tutoring. In addition, policymakers and educators should consider developing quality assurance frameworks and professional guidelines to enhance the effectiveness and equity of EPT provision. Keywords: shadow education, English private tutoring (EPT), English-medium instruction (EMI), undergraduate students, Kazakhstan, qualitative inquiry