Archives / Vol. 1 (2026) / Article

Sustaining English Learning beyond Idealism: Experiences of Five EFL Online Tutors

Kuo-Zheng, Feng and Yu-Fen, Lee National Chengchi University & Tatung University, Taiwan

* Corresponding author: jack03150402@gmail.com

Keywords

Online tutoring, Sustainable learning, Long-term effects, Learner-instructor-parent dynamics, Mixed-methods research

Abstract

This study examined the sustainability of online tutoring by analyzing learners’ academic performance and contextual influences on long-term outcomes. Using a mixed-methods convergent design, quantitative data were drawn from pre- and post-test English assessments, and qualitative data came from online class recordings and interviews with experienced instructors. Quantitative results showed no significant improvement in performance over time, indicating limited long-term effectiveness. Qualitative findings highlighted three interrelated factors shaping sustainability: learner characteristics, instructors’ professional commitment, and parents’ attitudes. The study suggests that maintaining learning gains requires interaction among learners, instructors, and parents rather than instructional practices alone. These results advance understanding of online tutoring sustainability and inform the design of effective long-term learning systems.

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