This study explores students’ experiences and learning outcomes after
participating in an English private tutoring program under the auspices of Education
Guidance. The study aims to understand how students experience private tutoring and
how these experiences influence their learning outcomes. This study employed a
qualitative approach using Interpretative Phenomenological Analysis (IPA). Five
students participating in the English private tutoring program and four tutors were
involved as participants. Data were collected through in-depth interviews, classroom
observations during tutoring sessions, and documentation.
The findings reveal that students perceive private tutoring as a more
comfortable, flexible, and personalized learning environment than regular school
classes. Although most students initially joined the program due to parental
encouragement, their motivation gradually became intrinsic as they experienced
academic and personal benefits. Despite encountering several learning challenges,
they were able to overcome them with the support of their tutors and appropriate
learning strategies. The study also found positive learning outcomes, including
improved academic performance, greater enthusiasm for learning English, increased
confidence, and positive recognition from both parents and teachers. In conclusion,
English private tutoring provides meaningful learning experiences that contribute to
students’ motivation and improved learning outcomes, making it an effective form of
educational support beyond the classroom.