Current research studies indicate that Shadow Education reinforces students’ passivity in learning, hampering ones’ self-regulated learning. At the same time, there is also a lack of research that investigate the correlation among three crucial variables in ones’ language learning, namely feedback, use of self-regulated learning, and English self-concept. Given the prevalence of English shadow education among Hong Kong secondary students, this research aims to gain insight in students’ perception towards feedback, use of self-regulated learning, and English self-concept under the context of English shadow education. This research reports finding on 62 ESL learners in Band 1 EMI school’s perception towards feedback, use of self-regulated learning, and English self-concept. The result shows a positive correlation among three variables, usage of self-regulated learning, feedback, and English self-concept, regardless of the context of English mainstream education or English shadow education. Meanwhile, relatively lower feedback receptivity, usage of self-regulated learning and level of English self-concept, which are three fundamental elements in ones’ language learning process, in the context of English mainstream education, compared to those in the context of English shadow education, are observed. The findings are analyzed and further discussed based on two research questions to highlight the issues in current mainstream English education. It then followed by providing suggestion in a bid to enhance students’ usage of self-regulated learning, feedback quality, and students’ English self-concept in hopes of bettering students’ language learning experience.
|Publication status||Published - 2021|
- Honours Project (HP)
- Bachelor of Arts (Honours) in Language Studies and Bachelor of Education (Honours) (English Language) (Five-year Full-time)
- Programme code: A5B082
- Course code: TLS4029