Online English Shadow Education: EFL Learners’ Perspective

Abstract

A number of shadow education (private supplementary tutoring) of English have emerged in Indonesia regarding the fulfillment of students’ variety of needs in learning English that is not fully accommodated in mainstream schooling. Apparently, the services provided in shadow education have been transferred in online setting due to the rapid advancement of technology. This research aims at observing the EFL learners’ perspective on online English shadow education. With descriptive qualitative design, the subjects were involving 28 EFL learners experiencing English shadow education in KII online English course. The data were collected from the questionnaire developed in closed- and open-ended format. This research reports the result of a survey research on EFL learners’ perspective on online English shadow education that EFL learners’ participation were not only led by the same reasons of the conventional one but the practicality also contributes on it and challenges faced by the learners were revealed as well. Technical issues such as bad internet connection and limited interaction between the tutor and the learner were the major case in online English shadow education. Moreover, EFL learners also admitted that they suffer from self-regulation learning strategy and it relates to teaching pedagogy as well. These results have implications for EFL practitioners aiming at better understanding current EFL learners.

Exploring students’ perceptions of private mathematics tutoring in three countries

“…Suryadarma et al (2006) indicated widespread private tutoring at the primary but not the secondary level. Other studies have also focused on private tutoring in chemistry (Kawedhar et al, 2020) and English (Tarigan & Lasnumanda, 2020), but not mathematics. To fill these gaps, this study explored secondary school students' reasons for receiving or not receiving private mathematics tutoring.…”

Local Perspectives on English Language Teaching in Private Tutoring in Thailand: Re-examining Roles and Implications

“…'Private tutoring' and 'shadow education' are terms widely used to describe nonformal supplementary schooling. The terms are used interchangeably in many articles (e.g., Feng, 2020;Jansen et al, 2021;Javadi & Kazemirad, 2020;Kobakidze & Suter, 2020;Kshetree, 2020;Saengboon, 2019;Tarigan & Lasnumanda, 2020). This gives an impression that they are identical in meaning and scope.…”

“…In addition, previous related studies (e.g., Feng, 2020;Jansen et al, 2021;Javadi & Kazemirad, 2020;Kobakidze & Suter, 2020) explored tutoring in general, without regard to subject. Exceptions include studies by Kshetree (2020), Saengboon (2019), Tarigan and Lasnumanda (2020), which examined English tutoring in Nepal, Thailand, and Indonesia. However, each approached the subject from the perspective of either tutors (i.e., Saengboon, 2019), or students (i.e., Kshetree, 2020;Tarigan & Lasnumanda, 2020), giving a one-dimensional perspective.…”

“…Exceptions include studies by Kshetree (2020), Saengboon (2019), Tarigan and Lasnumanda (2020), which examined English tutoring in Nepal, Thailand, and Indonesia. However, each approached the subject from the perspective of either tutors (i.e., Saengboon, 2019), or students (i.e., Kshetree, 2020;Tarigan & Lasnumanda, 2020), giving a one-dimensional perspective. The study by Saengboon (2019), for instance, interviewed two tutors who offered English tutoring only to students in mainstream education.…”