Akademik Veri Yönetim Sistemi
TESOL Quarterly, 2026 (SSCI, Scopus)
Private tutoring—or shadow education—has received ample scholarly attention due to increasing demand from parents for reasons of social mobility in ESL/EFL contexts. Referred to as English private tutoring (EPT) for language learning purposes, this type of non-formal education shares certain features of formal education like content and classroom interactional practices such as teachers' management of turn-taking and repair practices. However, despite the surge of EPT across the globe, how tutors manage other-repair, a regular classroom interactional and pedagogical practice, in EPT settings remains unexamined. To fill this gap, this study uses Conversation Analysis to explore longitudinally how a tutor's use of other-repair practices unfolds in response to the learner's recurring responses involving syntactic repairable items. The dataset consists of audio recordings from eight 20-minute audio-mediated one-to-one tutoring sessions, in which participants only interact via audio. The analysis demonstrates how the tutor's orientations to trouble sources in syntactically similar learner responses appear on a longitudinal basis. The findings highlight the persistence of teacher repair practices in the face of recurring learner responses and how this unfolds longitudinally in-and-through interaction, hence shedding more light on the interactional dynamics of the private tutoring settings.