Secondary School Students' Enjoyment of English Private Tutoring: An L2 Motivational Self Perspective

Autor/inn/en	Yung, Kevin Wai Ho; Chiu, Ming Ming
Titel	Secondary School Students' Enjoyment of English Private Tutoring: An L2 Motivational Self Perspective
Quelle	In: Language Teaching Research, 27 (2023) 4, S.907-929 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yung, Kevin Wai Ho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820962139
Schlagwörter	Secondary School Students; Student Attitudes; Language of Instruction; Chinese; Native Language; Tutoring; English (Second Language); Second Language Learning; Grade 12; Learning Motivation; In Person Learning; Videoconferencing; Self Concept; Private Education; Positive Attitudes; Goal Orientation; Foreign Countries; Classification; Self Determination; Advertising; Learning Experience; Language Tests; Likert Scales; Hong Kong + Suchen Sie Ihr Suchwort? Sekundarschüler; Schülerverhalten; Teaching language; Unterrichtssprache; China; Chinesen; Förderkonzept; Nachhilfeunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 12; 12. Schuljahr; Schuljahr 12; Motivation for studies; Lernmotivation; Selbstkonzept; Privatunterricht; Zielorientierung; Zielvorstellung; Ausland; Classification system; Klassifikation; Klassifikationssystem; Selbstbestimmung; Werbung; Lernerfahrung; Language test; Sprachtest; Likert-Skala; Hongkong
Abstract	As many students worldwide receive second language (L2) English private tutoring (EPT) that shadows school curricula, examining student perceptions of it is essential to understanding their L2 learning. From the L2 Motivational Self perspective, students' "ideal L2 self," "ought-to L2 self" and "L2 learning experience" are linked to student enjoyment of EPT. This study explores these links via analysis of survey responses of 2,216 Secondary Six (Grade 12) students who attended a company's L2 EPT lectures in Hong Kong. Most of these students (80%) enjoyed EPT. They were more likely to enjoy EPT if they perceived more financial resources in their families, attended schools taught in Chinese (students' first language), had internalized instrumental goals, liked English, were not influenced by advertisements to attend EPT, attended face-to-face tutoring (rather than video tutoring), had a specific tutor, or liked their EPT tutor more than their English teacher. This study offers theoretical implications and directions for further research in EPT and L2 motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01