Exploring the Challenges of Teaching Speaking in Online English Tutoring

Abstract

The growing shift toward digital learning environments has transformed the landscape of English language education, particularly in private tutoring contexts. Despite the widespread adoption of online platforms such as Zoom and Google Meet, limited attention has been given to the specific challenges encountered by English tutors when teaching speaking skills to young learners at the elementary school level. This study aims to explore the challenges faced by English tutors in delivering speaking instruction through online  tutoring sessions. Employing a qualitative descriptive approach, this study involved English tutors who regularly teach speaking to elementary school students via Zoom or Google Meet. Data were collected through in-depth interviews and classroom observations, then analyzed using thematic analysis. The findings reveal several key challenges, including technical constraints such as unstable internet connections, difficulties in eliciting verbal responses from young learners, limited student attention span in virtual settings, and the absence of physical classroom cues that normally support interaction. The study also identifies the coping strategies tutors employ to sustain student engagement and maintain the quality of speaking practice in digital environments. These findings contribute to the growing body of literature on technology-mediated language teaching and offer practical implications for tutors, curriculum designers, and policymakers in the field of English language education.