Cambodian Twelfth Graders' Choice for English Private Tutoring: Quit or Not to Quit?

Autor/in	Soeung, Sopha
Titel	Cambodian Twelfth Graders' Choice for English Private Tutoring: Quit or Not to Quit?
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 31 (2020) 2, S.322-341 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
Schlagwörter	Grade 12; High School Seniors; English (Second Language); Second Language Learning; Private Education; Supplementary Education; Tutoring; Persistence; Decision Making; Student Motivation; National Competency Tests; Parent Influence; Academic Aspiration; Part Time Employment; Family Income; Predictor Variables; Foreign Countries; Cambodia + Suchen Sie Ihr Suchwort? School year 12; 12. Schuljahr; Schuljahr 12; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Privatunterricht; Ergänzungsunterricht; Förderkonzept; Nachhilfeunterricht; Ausdauer; Decision-making; Entscheidungsfindung; Schulische Motivation; Part-time employment; Teilzeitbeschäftigung; Familieneinkommen; Prädiktor; Ausland; Kambodscha
Abstract	Private tutoring is not a new phenomenon for education in both developed and developing countries. However, English private tutoring (EPT) attracted a limited number of studies, although English is viewed as the key to success in non-English speaking countries like Cambodia. By observing EPT as a choice, this mixed-method study, using the convergent design, aimed to explore factors affecting Cambodian 12th graders towards quitting or not quitting EPT during the year of the national examination. Quantitative data were collected from 639 twelfth graders in Cambodia via a self-rated questionnaire, while qualitative data were obtained from 8 respondents. Findings reveal that the decision of leaving EPT is more influenced by their parents, while that of continuing EPT is stirred by educational aspirations, internal motivation as well as part-time employment during their university life. Surprisingly, unlike private tutoring of other core exam subjects, this study found that students from better income families in Cambodia do not seem interested in investing in EPT. It is proposed that an 'exam-career balance' syllabus be developed and implemented in both mainstream schools and EPT classes to boost the success probability of Cambodian 12th graders in their exams as well as their future. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570; http://journal.teflin.org/index.php/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01