The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong

Nam, Yuksai; Chan, Kawa

doi:10.11648/j.edu.20190801.13

Cited by 9 publications

(7 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In previous research, tutored students mainly reported gains in terms of knowledge (Kim, 2016), skills (Kwok, 2004;Nam & Chan, 2019), and attitudes (Hajar, 2018). Despite these initial empirical findings, existing research has not yet provided a clear picture of the experienced benefits of shadow education attendance, particularly because such benefits differ from student to student.…”

Section: Experienced Benefitsmentioning

confidence: 95%

“…Research on students' experienced benefits of attending shadow education has revealed varying preferences in terms of tutor focus. Whereas some students appreciate that tutors focus on content-related subject knowledge (Nam & Chan, 2019;Paramita, 2014), others value tutors that focus on memorising answers to questions listed in textbooks (Tsai & Kuo, 2008), or predicting exam questions (Nam & Chan, 2019). In most cases, students seem to experience the benefits of shadow education when tutors focus on lesson revision or on handling examination time and questions (Kwok, 2004).…”

Section: Shadow Education Adding To or Substituting For Home And Schoolmentioning

confidence: 99%

“…In this study, experienced benefits refer to the value judgments students make regarding the advantages of attending tutoring (Nam & Chan, 2019). Unlike students' goals, which are based on hopes and expectations regarding the tutoring, experienced benefits are based on actual experiences.…”

Section: Data Collection and Analysismentioning

confidence: 99%

See 2 more Smart Citations

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

Jansen¹,

Elffers²,

Volman³

2020

Orbis Scholae

View full text Add to dashboard Cite

Worldwide, the use of private supplementary tutoring, commonly referred to as shadow education, has become increasingly prevalent since the turn of the millennium. Recently, participation rates in the Netherlands have substantially increased. This paper aims to explore the place of shadow education in students' academic lives by studying the goals and experienced benefits that students identify. Data were collected through 37 semi-structured interviews with tutored students in secondary education in the Netherlands. Our findings indicate that students conceived of shadow education as a skill-building institution to which they turned to for self-study, to receive career support, and to boost their performance. Students' reflections reveal that shadow education builds upon and extends, but does not replace, learning activities at home and school. Based on our findings, we discuss how shadow education can function as a "third place" between school and home, occupying an increasingly prominent position in students' academic lives.

show abstract

Section: Experienced Benefitsmentioning

confidence: 95%

Section: Shadow Education Adding To or Substituting For Home And Schoolmentioning

confidence: 99%

See 1 more Smart Citation

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

Jansen¹,

Elffers²,

Volman³

2020

Orbis Scholae

View full text Add to dashboard Cite

show abstract

“…Therefore, many parents trust SE as a helper and a complement to formal education (Bray, 2014). SE follows the development of education around the world and is spreading worldwide (Nam & Chan, 2019). However, it does not focus on simple cognitive aspects.…”

Section: Introductionmentioning

confidence: 99%

Shadow Education in Indonesia: Is It Relevant to Students’ Critical Thinking Skills in Chemistry Learning?

Kawedhar

Mulyani

Saputro

et al. 2020

IJLTER

View full text Add to dashboard Cite

Private tutoring, also known as shadow education (SE), is significant in the view of Indonesian society. It attains public reliance on children’s success at school. Although SE seems to be promising to elevate students’ achievements in school, this still needs to be proven. With the development of 21st-century skills, can SE make itself worthy of being a part of proper supplementary education? This research aims to reveal how relevant SE is to develop students’ 21st-century skills, especially critical thinking (CT) skills. This study involved 193 students from 3 different ranks of schools in Surakarta, Indonesia. This mixed methods explanatory research used a computerized testlet instrument to obtain quantitative data about students’ CT skills in Chemistry. Open-ended questionnaires and open-ended interviews were used to obtain qualitative data about students’ tendencies in their SE. Interviews were also performed to hear SE tutors’ voices about the SE field in which they worked. The quantitative data were analyzed using Rasch modeling to reveal the interaction between the items and students’ CT skills. The modeling results showed that SE still seems less significant in responding to the community’s wishes about their children’s success at school, especially as related to CT skills. However, the results also showed that SE can aid those with moderate cognitive ability. Furthermore, the qualitative results are worth considering by those who will take or build SE in future. Thus, SE can be a proper supplement for formal education.

show abstract

“…While the teachers regarded tutoring as a supplement to teaching, they also criticized tutoring for distorting the purpose of education which is supposed to promote whole-person development. Nam and Chan (2019) observed the relationship between schools and tutoring of English subject. It was found that both schooling and tutoring are involved in working mutually to cover each other's weaknesses as students' individuality and an abundance of resources can be used to improve their English.…”

Section: Introductionmentioning

confidence: 99%

Online English Shadow Education: EFL Learners’ Perspective

Tarigan

Lasnumanda

2020

LJLAL

View full text Add to dashboard Cite

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.

show abstract

The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong

Cited by 9 publications

References 16 publications

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

Shadow Education in Indonesia: Is It Relevant to Students’ Critical Thinking Skills in Chemistry Learning?

Online English Shadow Education: EFL Learners’ Perspective

Contact Info

Product

Resources

About