A group of primary four students' perceptions on shadow education and how it contributes to their English language learning

Abstract

This qualitative study was conducted to investigate a group of primary four students' perceptions on shadow education, examine how some elements of shadow education influence students' learning of the English subject, and explore pedagogical implications for English teachers. Fifty students were invited to complete a questionnaire and eight students were selected under purposive sampling to participate in two focus group interviews. The interviews were audio recorded and transcribed for further analysis. The data were presented and evaluated with the use of a thematic framework. The findings revealed mixed perceptions on shadow education and the elements that contribute to students’ English learning between the two groups of students. While students who have been employing private tuition thought that private tuition can facilitate students’ English learning, students who have not attended any private tuition expressed completely different opinion. In general, students believed that the quality of private tutors is a significant factor influencing the effectiveness of private tutoring in enhancing their English learning. The findings provided significant insights for English teachers to reflect and improve their teaching pedagogies so as to provide better learning experiences to their students.