Factors Affecting Secondary Students' Enjoyment of English Private Tutoring: Student, Family, Teacher, and Tutoring

Autor/inn/en	Yung, Kevin Wai Ho; Chiu, Ming Ming
Titel	Factors Affecting Secondary Students' Enjoyment of English Private Tutoring: Student, Family, Teacher, and Tutoring
Quelle	In: Asia-Pacific Education Researcher, 29 (2020) 6, S.509-518 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-020-00502-4
Schlagwörter	Tutoring; English (Second Language); Second Language Instruction; Student Motivation; Psychological Patterns; Secondary School Students; Grade 12; Family Influence; Student Characteristics; Student Interests; Interpersonal Relationship; Self Concept; Advertising; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schulische Motivation; Sekundarschüler; School year 12; 12. Schuljahr; Schuljahr 12; Studieninteresse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstkonzept; Werbung; Ausland; Hongkong
Abstract	In many Asian countries and increasingly in the West, primary and secondary school students receive private tutoring, often in the form of lectures in cram schools. As English is an international "lingua franca," many students enroll in English courses after school. Students enrolled in English private tutoring (EPT) are often examination-driven and extrinsically motivated to learn English, but past studies have not examined whether they like EPT lessons. Hence, we integrate motivation and tutoring into a theoretical model of EPT enjoyment at different levels (student, family, teacher, tutoring) and empirically test it with the survey responses of 543 Secondary Six (Grade 12) students enrolled in EPT courses in cram schools. The findings show that most Secondary Six students in Hong Kong like EPT lessons. Family, reasons for tutoring, tutoring, and student attributes are linked to EPT enjoyment. These students are more likely to like EPT if they (a) are in families perceived to have superior financial resources, (b) are not influenced by advertisements or other people to join EPT lessons, (c) attend face-to-face tutoring, (d) have a specific tutor, (e) like the tutor more than their teachers, (f) are interested in English, or (g) have greater English self-concept. The results of this study can contribute to our understanding of which motivation and tutoring factors affect students' enjoyment of EPT and inform EPT improvements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01