English Private Tutoring in Macao: Perceptions of Senior Secondary Three Students

Autor/in	Chan, Vivien Nga Man
Titel	English Private Tutoring in Macao: Perceptions of Senior Secondary Three Students
Quelle	In: ECNU Review of Education, 2 (2019) 1, S.44-63 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
Schlagwörter	Tutoring; Secondary School Students; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Social Influences; Student Attitudes; Comparative Analysis; Language of Instruction; After School Programs; Fees; Tutors; Student Needs; Competition; Language Attitudes; Teaching Methods; Equal Education; Preferences; Macau + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Sozialer Einfluss; Schülerverhalten; Teaching language; Unterrichtssprache; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Gebühren; Studiengebühren; Förderlehrer; Lehrender; Tutor; Wettkampf; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Purpose: This article examines how individual, school, and social factors shape the perceptions of students in Senior Secondary Three (SS3; in some schools called Form Six [F6]) toward English private tutoring in Macao. Design/Approach/Methods: This is a comparative study of two F6 classes of an English-medium secondary school and four SS3 classes of a Chinese-medium secondary school in Macao, with a total number of 145 students. Mixed-methods approach (questionnaires and interviews) is employed in the study. Findings: The respondents' participation in English tutoring is not very intensive. They prefer to receive government-subsidized after-school tutoring taught by their schoolteachers more than fee-paying English tutoring taught by tutors outside. Low level of social competition and high tertiary enrollment rates contribute to this phenomenon. Students' needs and beliefs in English learning play key roles in determining their receipt of English tutoring. Originality/Value: Teachers may need better understanding of their students' needs so as to design suitable pedagogies. Schools can consider more fully the types of tutoring that they provide for different kinds of pupils. The government-subsidized after-school tutoring could be a plausible way to reduce educational inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01