Abstract
This study examines the experiences, challenges, and coping mechanisms of non-English graduates working as online language tutors. Using a multiple-case study approach, data were gathered through in-depth interviews and analyzed using cross-case analysis. Findings reveal that psychological barriers, such as self-doubt due to their non-English academic backgrounds, significantly impact tutors’ confidence. Technical challenges, including unstable internet connections and platform glitches, further hinder teaching effectiveness and student engagement. Additionally, cultural awareness is crucial in online tutoring, as differences in cultural norms and sensitivities require tutors to adapt lessons carefully. However, cultural differences also hinder language learning, as certain expressions, gestures, and teaching methods may be misinterpreted or considered inappropriate by students from diverse backgrounds. To navigate these challenges, tutors develop stress-management techniques, engage in self-directed learning, and use online resources and professional development programs. Peer collaboration and mentorship serve as essential support systems, enhancing teaching strategies and boosting confidence. This study highlights the adaptability and resilience of non-English graduates in the online tutoring industry, emphasizing the need for targeted training, institutional support, and improved digital infrastructure to enhance their teaching effectiveness and career sustainability.
