Teachers Transitioning to Online Tutoring: A Multiple Case Study of Experiences, Challenges, and Adaptation Practices

This multiple-case study investigated the transition of English teachers from traditional classroom teaching to online tutoring, focusing on their perceived challenges, adaptations, and professional growth. The participants in this study were three ESL tutors teaching Korean, Japanese, and European adult learners through online platforms. Participants were selected using maximum variation sampling to capture diverse teaching experiences and contexts. The experiences of the participants were examined through in-depth interviews. Using thematic analysis, the study identified five themes that describe the transition from classroom teaching to online tutoring: adjustments to digital teaching environments, transformation of teaching strategies, challenges in student engagement, changes in workload and work-life balance, and professional adaptation and growth. Through cross-case analysis, it was revealed that all three cases shared similarities in their experiences, such as initial unfamiliarity with online platforms, the need to redesign lesson delivery, and the importance of maintaining student engagement through digital communication. Differences were observed in teaching approaches, with some participants incorporating sign language or focusing on different learner age groups, and in coping strategies for workload and technology challenges. Based on the findings, the study recommends providing professional development programs that support teachers in online pedagogy, fostering digital literacy, and encouraging adaptive teaching strategies to enhance student engagement in virtual learning environments.