Secondary school students’ enjoyment of English private tutoring: An L2 motivational self perspective

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Abstract

As many students worldwide receive second language (L2) English private tutoring (EPT) that shadows school curricula, examining student perceptions of it is essential to understanding their L2 learning. From the L2 Motivational Self perspective, students’ ideal L2 self, ought-to L2 self and L2 learning experience are linked to student enjoyment of EPT. This study explores these links via analysis of survey responses of 2,216 Secondary Six (Grade 12) students who attended a company’s L2 EPT lectures in Hong Kong. Most of these students (80%) enjoyed EPT. They were more likely to enjoy EPT if they perceived more financial resources in their families, attended schools taught in Chinese (students’ first language), had internalized instrumental goals, liked English, were not influenced by advertisements to attend EPT, attended face-to-face tutoring (rather than video tutoring), had a specific tutor, or liked their EPT tutor more than their English teacher. This study offers theoretical implications and directions for further research in EPT and L2 motivation. Copyright © 2020 The Author(s).
Original languageEnglish
JournalLanguage Teaching Research
Early online date04 Oct 2020
DOIs
Publication statusE-pub ahead of print - 04 Oct 2020

Citation

Yung, K. W. H., & Chiu, M. M. (2020). Secondary school students’ enjoyment of English private tutoring: An L2 motivational self perspective. Language Teaching Research. Advance online publication. doi: 10.1177/1362168820962139

Keywords

  • Cram schooling
  • English as a second language
  • English private tutoring
  • Enjoyment
  • L2 motivation
  • L2 motivational self system

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