<![CDATA[English has become one of the most important skills students need today, both for communication and future opportunities. In reality, many students in English courses still struggle with low confidence and lack of motivation, despite having voluntarily chosen to attend. However, limited empirical attention has been paid to the motivational dynamics within informal, semi-private learning environments. To fill this research gap, this study explicitly examines how tutors' teaching style and classroom language use affect students' motivation to learn English at Hello English Course, a semi-private English course in Indonesia. A qualitative case study approach was used, with 20 students from semi-private classes participating in a questionnaire through purposive sampling, and 3 students selected for semi-structured interviews based on varied responses ranging from positive, neutral, to mixed. The findings show that most students responded positively to the tutor's way of teaching, particularly when the tutor explained things clearly, gave everyone a chance to speak, offered supportive feedback, and kept the classroom atmosphere friendly. These factors made students feel more comfortable and willing to engage. The study concludes that teaching style and classroom language use play a significant role in shaping students' motivation, especially in small, informal class settings where personal interaction between tutor and student is more intensive. Implications for tutors and course organizers are also discussed.]]>
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