Online tutoring involves a flexible frame as it is shown in the figure. This frame might be personalised, it means that tutors should add any element according to their tutoring experience(s) and/or context(s).

THE STUDENTS

It is very important that the students are responsible for their own learning. They also have to be aware of their own needs in order to discuss them with the e-tutor. When students know about their weak points in learning English then it is easier for the tutor to face the problems and guide the students on the ways of coping with them. Students are sometimes insecure when speaking in English, therefore the tutor has to start talking to them in their first language in order to encourage a friendly first introduction to them. The tutor should establish an easy connection, maybe by talking about their job, family or anything familiar to them in order to break the ice.

Students need to plan their tutoring time table, the basic number of periods tutoring is at least 3 times a week, but if the students need more than that, then extra tutoring time is available for them.

THE E-TUTOR

As an e-tutor, I feel responsible for creating an effective virtual environment. In this sense there is more than just a triangle (students, tutor and Information and Communication Technology) in the online tutoring, that is to say, the tutor, the students and Information and Communication Technology (ICT) have to work in harmony. It is also important to mention another relevant aspect, which is human interaction (natural language interaction) being developed in the online tutoring itself.

As a tutor, I guide the students to have control over their own knowledge by promoting autonomy. In addition, the online tutoring offers a guide to improve the students’ individual English learning processes. In this project, I provide study guides to follow so as to help my students to deal with their own learning issues; these guides are organized taking into consideration each skill and sub-skills of the language.