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Postgraduate Thesis: Shadow education in Hong Kong: the experienceof learners of English
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TitleShadow education in Hong Kong: the experienceof learners of English
 
AuthorsYung, Wai-ho.
容煒灝.
 
Issue Date2011
 
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
 
AbstractIn view of the popularity and continuous expansion in the scale of shadow education (private supplementary tutoring) all over the world, research in this field has recently received more attention. However, the study of English language learning in this context has been rather limited although it is the subject having the greatest demand in Hong Kong. This study aimed to fill part of the research gap by focusing on the experience of learners of English under shadow education in Hong Kong. It investigated, from the learners’ perspective, why they received English tutoring, the strategies tutors used and how their motivations and attitudes were influenced. It also explored what learners ‘wanted’ and ‘needed’ in English learning under shadow education, and whether their ‘wants’ and ‘needs’ were satisfied. A qualitative study was carried out. Data were collected using background questionnaires and one-to-one semi-structured interviews. Fourteen Year One university undergraduates were recruited as interviewees to narrate their experience of English learning through tuition in their whole life before they were admitted to university. The data showed that learners participated in four types of tutoring, namely one-to-one, small-group, large-group and star-tutoring. The frequency, duration, costs, learners’ attitudes, motivation and reasons for receiving tutoring changed in different periods. A theoretical framework was developed to investigate how learners were motivated under shadow education. The data also suggested that learners’ ‘wants’ and ‘needs’ overlapped to various degrees in different periods. The study has indicated that shadow education has had a significant impact on the mainstream education system. While shadow education seems to be developing in an opposite direction to the current education reform, there is clearly something that mainstream schoolteachers and curriculum developers can learn from it. It would be wise to look at the issue seriously instead of ignoring it.
 
DegreeMaster of Arts in Applied Linguistics
 
SubjectEnglish language - Study and teaching - China - Hong Kong.
Tutors and tutoring - China - Hong Kong.
 
Dept/ProgramApplied English Studies
 
DC FieldValue
dc.contributor.authorYung, Wai-ho.
 
dc.contributor.author容煒灝.
 
dc.date.hkucongregation2011
 
dc.date.issued2011
 
dc.description.abstractIn view of the popularity and continuous expansion in the scale of shadow education (private supplementary tutoring) all over the world, research in this field has recently received more attention. However, the study of English language learning in this context has been rather limited although it is the subject having the greatest demand in Hong Kong. This study aimed to fill part of the research gap by focusing on the experience of learners of English under shadow education in Hong Kong. It investigated, from the learners’ perspective, why they received English tutoring, the strategies tutors used and how their motivations and attitudes were influenced. It also explored what learners ‘wanted’ and ‘needed’ in English learning under shadow education, and whether their ‘wants’ and ‘needs’ were satisfied. A qualitative study was carried out. Data were collected using background questionnaires and one-to-one semi-structured interviews. Fourteen Year One university undergraduates were recruited as interviewees to narrate their experience of English learning through tuition in their whole life before they were admitted to university. The data showed that learners participated in four types of tutoring, namely one-to-one, small-group, large-group and star-tutoring. The frequency, duration, costs, learners’ attitudes, motivation and reasons for receiving tutoring changed in different periods. A theoretical framework was developed to investigate how learners were motivated under shadow education. The data also suggested that learners’ ‘wants’ and ‘needs’ overlapped to various degrees in different periods. The study has indicated that shadow education has had a significant impact on the mainstream education system. While shadow education seems to be developing in an opposite direction to the current education reform, there is clearly something that mainstream schoolteachers and curriculum developers can learn from it. It would be wise to look at the issue seriously instead of ignoring it.
 
dc.description.naturepublished_or_final_version
 
dc.description.thesisdisciplineApplied English Studies
 
dc.description.thesislevelmaster's
 
dc.description.thesisnameMaster of Arts in Applied Linguistics
 
dc.identifier.hkulb4696035
 
dc.languageeng
 
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)
 
dc.relation.ispartofHKU Theses Online (HKUTO)
 
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.
 
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
 
dc.source.urihttp://hub.hku.hk/bib/B46960351
 
dc.subject.lcshEnglish language - Study and teaching - China - Hong Kong.
 
dc.subject.lcshTutors and tutoring - China - Hong Kong.
 
dc.titleShadow education in Hong Kong: the experienceof learners of English
 
dc.typePG_Thesis
 
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<date.issued>2011</date.issued>
<description.abstract>&#65279;In view of the popularity and continuous expansion in the scale of shadow education (private supplementary tutoring) all over the world, research in this field has recently received more attention. However, the study of English language learning in this context has been rather limited although it is the subject having the greatest demand in Hong Kong. This study aimed to fill part of the research gap by focusing on the experience of learners of English under shadow education in Hong Kong. It investigated, from the learners&#8217; perspective, why they received English tutoring, the strategies tutors used and how their motivations and attitudes were influenced. It also explored what learners &#8216;wanted&#8217; and &#8216;needed&#8217; in English learning under shadow education, and whether their &#8216;wants&#8217; and &#8216;needs&#8217; were satisfied.



A qualitative study was carried out. Data were collected using background questionnaires and one-to-one semi-structured interviews. Fourteen Year One university undergraduates were recruited as interviewees to narrate their experience of English learning through tuition in their whole life before they were admitted to university.



The data showed that learners participated in four types of tutoring, namely one-to-one, small-group, large-group and star-tutoring. The frequency, duration, costs, learners&#8217; attitudes, motivation and reasons for receiving tutoring changed in different periods. A theoretical framework was developed to investigate how learners were motivated under shadow education. The data also suggested that learners&#8217; &#8216;wants&#8217; and &#8216;needs&#8217; overlapped to various degrees in different periods.



The study has indicated that shadow education has had a significant impact on the mainstream education system. While shadow education seems to be developing in an opposite direction to the current education reform, there is clearly something that mainstream schoolteachers and curriculum developers can learn from it. It would be wise to look at the issue seriously instead of ignoring it.</description.abstract>
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