A Narrative Inquiry of EFL Private Tutor’s Experiences In Lowering Students’ Affective Filter
Keywords:
Narrative Inquiry, Affective Filter, Private Tutor, English Language LearningAbstract
This study aims to explore the experiences of a private English teacher in lowering students' affective filters in a private tutoring setting. Using a narrative inquiry approach, this study involved one private English teacher in Ngawi Regency, East Java, who has been teaching for more than three years and frequently works with students who experience anxiety about speaking in formal classroom settings. Data were collected through semi-structured interviews conducted in three sessions via Zoom and supported by artifacts such as teacher-student conversations, brief evaluations, and affective messages indicating relational closeness. The research findings reveal five main themes: the journey to becoming a private tutor and the formation of professional identity; recognizing students’ anxiety through silence and hesitation; creating a safe space through humor, validation, and non-judgment; the tutor’s role as a mediator between students, parents, and academic demands; and the students’ transformation from fear to greater self-confidence. These findings confirm that private teachers serve not only as material deliverers but also as emotional companions who help students feel safe, valued, and empowered to engage in English language learning.
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