EXPLORING SECONDARY SCHOOL STUDENTS’ EXPERIENCES OF ONLINE ENGLISH PRIVATE TUTORING IN KAZAKHSTAN: A QUALITATIVE INQUIRY

Abstract

English private tutoring (EPT) has become a prominent part of the global shadow education sector, driven by its perceived benefits for academic success, university admissions, social mobility, and international communication. The neoliberal framing of English has further commodified EPT, positioning tutors as service providers and students as consumers. Despite its growing relevance, EPT remains under-researched in Central Asia. This qualitative study addresses this lacuna by exploring the nature, effectiveness, and broader implications of online EPT from the perspectives of ten secondary school students in Kazakhstan in the aftermath of the COVID-19 pandemic. The study was guided by Benson’s (2011) four-dimensional framework of out-of-class language learning, location, formality, locus of control, and pedagogy. It employed narrative writing alongside semi-structured interviews to investigate students’ engagement with online EPT and their views on the sector’s future. Thematic analysis using Braun and Clarke’s (2023) guidelines revealed that participants preferred small-group tutoring because it was affordable and provided personalized, goal-oriented instruction through various digital platforms. The findings demonstrate that students primarily attended online EPT to prepare for high-stakes exams, particularly IELTS, and to pursue goals such as studying abroad. They appreciated the flexibility, convenience, and individualized feedback of online EPT but also reported challenges, including financial strain, limited emotional interaction, and the requirement for self-discipline. Participants expressed optimism about the ongoing growth of online EPT in Kazakhstan, particularly in alignment with global digital learning trends. However, they stressed the need for improved technological infrastructure and the development of more culturally interactive learning environments. The study advocates for a government-led regulatory framework that includes tutor licensing, student protection, and reforms to strengthen mainstream English education. It highlights the importance of collaboration between schoolteachers and private tutors and calls for further research into inclusive and sustainable online tutoring models that can inform equity-driven, evidence-based policy development.