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Article: Evaluating supplementary and mainstream ESL/EFL education: Learners’ views from secondary- and tertiary-level perspectives

TitleEvaluating supplementary and mainstream ESL/EFL education: Learners’ views from secondary- and tertiary-level perspectives
Authors
KeywordsSupplementary education
Mainstream/daytime education
English as a foreign/second language
English for specific purposes
Secondary and tertiary education
Learners’ perspectives
Issue Date2019
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/stueduc
Citation
Studies in Educational Evaluation, 2019, v. 62, p. 61-71 How to Cite?
AbstractEnglish as a second/foreign language education (ESL/EFL) in the supplementary setting is under-researched despite its prevalence worldwide. This quantitative study investigated the effects of supplementary and mainstream ESL/EFL education on eleven facets from learners’ secondary-level and tertiary-level perspectives. In addition, we examined learners’ perception of the usefulness of supplementary and mainstream classes in equipping them for the use of English for different purposes in the tertiary setting. 203 participants studying at two tertiary institutions in Hong Kong completed a 72-item questionnaire. The MANOVAs conducted revealed significant main effects of education settings (i.e. supplementary/mainstream) and education levels (i.e. secondary-level/tertiary-level) as well as interaction effects of these variables on learners’ perception. There were also significant differences in learners’ views of the usefulness of the two education settings in preparing them for the use of English for specific purposes at tertiary level. This article culminates with a discussion of these findings and implications.
Persistent Identifierhttp://hdl.handle.net/10722/272560
ISSN
2023 Impact Factor: 2.6
2023 SCImago Journal Rankings: 1.084
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorTsang, A-
dc.contributor.authorFung, D-
dc.contributor.authorYau, AHY-
dc.date.accessioned2019-07-22T04:18:48Z-
dc.date.available2019-07-22T04:18:48Z-
dc.date.issued2019-
dc.identifier.citationStudies in Educational Evaluation, 2019, v. 62, p. 61-71-
dc.identifier.issn0191-491X-
dc.identifier.urihttp://hdl.handle.net/10722/272560-
dc.description.abstractEnglish as a second/foreign language education (ESL/EFL) in the supplementary setting is under-researched despite its prevalence worldwide. This quantitative study investigated the effects of supplementary and mainstream ESL/EFL education on eleven facets from learners’ secondary-level and tertiary-level perspectives. In addition, we examined learners’ perception of the usefulness of supplementary and mainstream classes in equipping them for the use of English for different purposes in the tertiary setting. 203 participants studying at two tertiary institutions in Hong Kong completed a 72-item questionnaire. The MANOVAs conducted revealed significant main effects of education settings (i.e. supplementary/mainstream) and education levels (i.e. secondary-level/tertiary-level) as well as interaction effects of these variables on learners’ perception. There were also significant differences in learners’ views of the usefulness of the two education settings in preparing them for the use of English for specific purposes at tertiary level. This article culminates with a discussion of these findings and implications.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/stueduc-
dc.relation.ispartofStudies in Educational Evaluation-
dc.subjectSupplementary education-
dc.subjectMainstream/daytime education-
dc.subjectEnglish as a foreign/second language-
dc.subjectEnglish for specific purposes-
dc.subjectSecondary and tertiary education-
dc.subjectLearners’ perspectives-
dc.titleEvaluating supplementary and mainstream ESL/EFL education: Learners’ views from secondary- and tertiary-level perspectives-
dc.typeArticle-
dc.identifier.emailYau, AHY: aliceyhy@hku.hk-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.stueduc.2019.04.004-
dc.identifier.scopuseid_2-s2.0-85064983977-
dc.identifier.hkuros298869-
dc.identifier.volume62-
dc.identifier.spage61-
dc.identifier.epage71-
dc.identifier.isiWOS:000482247700007-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0191-491X-

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