English 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. Copyright © 2019 Elsevier Ltd.
CitationTsang, A., Fung, D., & Yau, A. H. Y. (2019). Evaluating supplementary and mainstream ESL/EFL education: Learners’ views from secondary- and tertiary-level perspectives. Studies in Educational Evaluation, 62, 61-71. doi: 10.1016/j.stueduc.2019.04.004
- Supplementary education
- Mainstream/daytime education
- English as a foreign/second language
- English for specific purposes
- Secondary and tertiary education
- Learners’ perspectives