Exploring the L2 selves of senior secondary students in English private tutoring in Hong Kong

Yung, Kwh

doi:10.1016/j.system.2018.11.003

Cited by 37 publications

(35 citation statements)

References 28 publications

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“…The other qualitative studies that were mentioned in this article (Lee, 2010;Yung, 2015Yung, , 2019 focus on different aspects of PTE than this study, which makes it impossible to compare the results. At the same time, they provide inspiration for future research (Yung, 2019).…”

Section: Discussionmentioning

confidence: 92%

“…Around the world, a significant number of students receive some type of private tutoring (Yung, 2019). This widespread phenomenon is referred to as a shadow education system.…”

Section: Private Tutoringmentioning

confidence: 99%

“…This individualisation of learning has led to "a rapidly growing market for nonformal forms of learning" (Biesta, 2006, p. 18), which, in terms of English, is coupled with its global spread as a lingua franca of international communication. Consequently, the English language is found to be the most popularly enrolled subject, especially in countries where it is learnt as a second or foreign language (Yung, 2019), with the Czech Republic being no exception. Hamid et al (2009) even propose that private tutoring in English (PTE) is "a special and important subclass of private tutoring […] a macro-phenomenon of modern education" (p. 282).…”

mentioning

confidence: 99%

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Private Tutoring in English Through the Eyes of Its Recipients

Černá¹

2020

Orbis Scholae

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The individualistic nature of learning nowadays, coupled with the global spread of English, has contributed to the rise of shadow education in English. This study focuses on one of its forms, one-on-one private tutoring in English (PTE); more specifically, it explores this privately purchased service through the eyes of its recipients, learners of English. The aim of this study is to uncover the nature of the PTE that the learners experienced and the perceived role of this type of education in their lives. The study investigates the learners' lives from early childhood to their entry to university, deploying a narrative interview as a data-gathering instrument. Twenty respondents were interviewed; then the qualitative analysis of the interviews was conducted using open coding. The findings of the study suggest that PTE supplements formal education in the course of the students' lives. Its role in learners' lives is linked to remedial or enrichment purposes. Children's involvement in PTE is initiated either by their parents or by the children themselves for a variety of purposes reflecting all kinds of their needs. Concerning those who provide PTE, they constitute a diverse group including both native and non-native speakers of English; however, nothing is known about them and about the quality of their service. Furthermore, the study identified two specific features of PTE: the demand for PTE for primary school pupils and the phenomenon of the native speaker tutor.

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Section: Discussionmentioning

confidence: 92%

“…Around the world, a significant number of students receive some type of private tutoring (Yung, 2019). This widespread phenomenon is referred to as a shadow education system.…”

Section: Private Tutoringmentioning

confidence: 99%

mentioning

confidence: 99%

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Private Tutoring in English Through the Eyes of Its Recipients

Černá¹

2020

Orbis Scholae

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“…To address the issue of education inequality, some tutorial companies and nonprofit organizations offer fee-free tutorial services for students from low-income families. From my interviews with some star tutors in my research projects (e.g., Yung, 2019), I learned that some tutorial companies allow students whose families are supported by the Comprehensive Social Security Assistance Scheme to attend their tutorial courses free of charge. They regard this service as a kind of corporate social responsibility.…”

Section: Education Inequalitymentioning

confidence: 99%

Learning, Teaching, and Researching in Shadow Education in Hong Kong: An Autobiographical Narrative Inquiry

Yung

2019

ECNU Review of Education

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This article aims to illustrate from the author's insider perspective the lived experiences of engaging in private tutoring in Hong Kong as a tutee, a tutor, and a researcher and draw implications on several issues arising from the prevalence of shadow education. Design/Approach/Methods: This article adopted an autobiographical narrative approach. Data were collected through the author's memoir of events, stimulated by the tutorial materials he used when he was a tutee and a tutor, his own video-recorded lessons of tutoring, and reflective journals from his research projects. Findings: Various issues are discussed based on the narrative of the author playing different roles in the tutoring industry, including (1) the positive and negative washback on mainstream education, (2) the lack of strict regulation of the quality of tutors and advertisements, and (3) how shadow education may exacerbate education inequality and how some tutorial companies and nonprofit organizations are addressing the issue. Originality/Value: This article, to the best of the author's knowledge, is the only one that discusses the issues of shadow education from an author's own personal experiences as a tutee, a tutor, and a researcher. It illustrates how practices and policies of the private tutoring industry are evolving in Hong Kong from an insider perspective.

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“…As Dornyei (2005) points out, ideal L2 self refers to ìthe L2-spesific aspect of oneís ideal selfî (p. 105). Ideal L2 self includes integrative motives and instrumental and internalized motives (Yung, 2019). It represents the positive image of using language in the future.…”

Section: L2 Motivational Self-systemmentioning

confidence: 99%

Willingness to Communicate, Possible Selves, Learner Autonomy, and Academic Target Needs: Implications for Sustainable Development in L2 Pedagogy

Esfandiari

Hesani

2019

Journal of Teacher Education for Sustainability

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Life-long learning requires that language learners be well prepared for the target situations they will be operating in. To achieve this goal and to improve education for sustainable development, language teachers and language educators need to motivate language learners to participate in the target language. The present study, therefore, investigated the relationships between willingness to communicate (WTC) and possible selves, WTC and learner autonomy, and WTC and academic target needs in an English for Academic Purposes (EAP) context to open up new horizons for sustainable L2 learning. In addition, the present study was aimed at examining the extent to which WTC, possible selves, and learner autonomy would predict academic target needs. Five hundred and ninety male and female undergraduate students from two state-run universities in Iran participated in this study. The present study used four questionnaires to collect the data, and SPSS (version 25) was used to analyze the data. The findings showed a significant positive relationship between WTC and possible selves. Finally, results from hierarchical multiple regression revealed that WTC, possible selves, and learner autonomy were predictors of academic target needs. The findings suggest that the interplay of several variables should be considered if language learners need to actively communicate in L2 academic settings. Implications for sustainable development in L2 pedagogy are also discussed.

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Exploring the L2 selves of senior secondary students in English private tutoring in Hong Kong

Cited by 37 publications

References 28 publications

Private Tutoring in English Through the Eyes of Its Recipients

Private Tutoring in English Through the Eyes of Its Recipients

Learning, Teaching, and Researching in Shadow Education in Hong Kong: An Autobiographical Narrative Inquiry

Willingness to Communicate, Possible Selves, Learner Autonomy, and Academic Target Needs: Implications for Sustainable Development in L2 Pedagogy

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