Private Tutorial Schools in Hong Kong: An Examination of the Perceptions of Public Examination Re-Takers

Autor/in	Coniam, David
Titel	Private Tutorial Schools in Hong Kong: An Examination of the Perceptions of Public Examination Re-Takers
Quelle	In: Asia-Pacific Education Researcher, 23 (2014) 3, S.379-388 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-013-0113-x
Schlagwörter	Foreign Countries; Private Education; Tutorial Programs; Case Studies; Language Tests; English (Second Language); Qualitative Research; Achievement Gains; Semi Structured Interviews; Student Attitudes; Secondary School Students; Attendance; Flexible Scheduling; Test Wiseness; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Privatunterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Case study; Fallstudie; Case Study; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Qualitative Forschung; Achievement gain; Leistungssteigerung; Schülerverhalten; Sekundarschüler; Anwesenheit; Flexible working hours; Flexible Arbeitszeit; Hongkong
Abstract	This article reports a case study of students attending a fee-paying private tutorial school in Hong Kong in 2009-2010. They were retaking the Year 11 English language public examination, attempting to improve grades obtained in 2008-2009. The mainly qualitative study extends an earlier quantitative study (Coniam Recent developments in English language education and assessment: Hong Kong and mainland China. Springer, New York, in press) that investigated improvements in examination retake results by a sample of 200 students. Via a purposive sample of 17 semi-structured interviews with participants from the previous study, taught by the same teacher, the current study investigates the educational and assessment perspectives of student examination re-takers. Respondents were positive about various aspects of their tutorial school and commented favourably on their experiences compared with those at previously attended government-supported schools. They were positive about the greater freedom experienced in the tutorial school over non-compulsory attendance and flexible lesson scheduling. In addition, they valued the examination-oriented teaching in the tutorial school. Contradictorily, however, overall, students appear to prefer to study at a government-supported school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01