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

Yuksai Nam; Kawa Chan

doi:doi:10.11648/j.edu.20190801.13

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

Yuksai Nam, Kawa Chan

Published in Education Journal (Volume 8, Issue 1)

Received: 2 January 2019 Accepted: 21 January 2019 Published: 21 February 2019

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Abstract

In this article, the writers employ the Service Quality Gap Model to investigate a social phenomenon that has existed for decades but has taken off recently – Supplementary Education. Being a billion-dollar industry that reaches more than three quarters of students in prominent countries, it has a tangible influence on our education system. By comparing the first three stages of the model with interview recordings with students and teachers, the writer explores the differences between perceptions of the student and the teacher. In particular, the writer focuses on English language teaching, and will answer the following questions: does student motive for studying the language differ from what teachers and tutors think it is? Does teaching material conform to student expectations of what they will be learning? What different roles do traditional institutions and tutoring centres play specifically in ELT; in particular, are they positively supplementary to each other, or are they negatively contrastive and competitive in nature? Findings suggest the longer supplementary education has existed a place, the more likely it indeed is supplementary to formal education.

Published in	Education Journal (Volume 8, Issue 1)
DOI	10.11648/j.edu.20190801.13
Page(s)	16-26
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Supplementary Education, Mainstream Schooling, English Language Teaching, Service Quality Gap Model

References

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APA Style

Yuksai Nam, Kawa Chan. (2019). The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong. Education Journal, 8(1), 16-26. https://doi.org/10.11648/j.edu.20190801.13

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ACS Style

Yuksai Nam; Kawa Chan. The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong. Educ. J. 2019, 8(1), 16-26. doi: 10.11648/j.edu.20190801.13

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AMA Style

Yuksai Nam, Kawa Chan. The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong. Educ J. 2019;8(1):16-26. doi: 10.11648/j.edu.20190801.13

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@article{10.11648/j.edu.20190801.13,
  author = {Yuksai Nam and Kawa Chan},
  title = {The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong},
  journal = {Education Journal},
  volume = {8},
  number = {1},
  pages = {16-26},
  doi = {10.11648/j.edu.20190801.13},
  url = {https://doi.org/10.11648/j.edu.20190801.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20190801.13},
  abstract = {In this article, the writers employ the Service Quality Gap Model to investigate a social phenomenon that has existed for decades but has taken off recently – Supplementary Education. Being a billion-dollar industry that reaches more than three quarters of students in prominent countries, it has a tangible influence on our education system. By comparing the first three stages of the model with interview recordings with students and teachers, the writer explores the differences between perceptions of the student and the teacher. In particular, the writer focuses on English language teaching, and will answer the following questions: does student motive for studying the language differ from what teachers and tutors think it is? Does teaching material conform to student expectations of what they will be learning? What different roles do traditional institutions and tutoring centres play specifically in ELT; in particular, are they positively supplementary to each other, or are they negatively contrastive and competitive in nature? Findings suggest the longer supplementary education has existed a place, the more likely it indeed is supplementary to formal education.},
 year = {2019}
}

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TY  - JOUR
T1  - The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong
AU  - Yuksai Nam
AU  - Kawa Chan
Y1  - 2019/02/21
PY  - 2019
N1  - https://doi.org/10.11648/j.edu.20190801.13
DO  - 10.11648/j.edu.20190801.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
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EP  - 26
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20190801.13
AB  - In this article, the writers employ the Service Quality Gap Model to investigate a social phenomenon that has existed for decades but has taken off recently – Supplementary Education. Being a billion-dollar industry that reaches more than three quarters of students in prominent countries, it has a tangible influence on our education system. By comparing the first three stages of the model with interview recordings with students and teachers, the writer explores the differences between perceptions of the student and the teacher. In particular, the writer focuses on English language teaching, and will answer the following questions: does student motive for studying the language differ from what teachers and tutors think it is? Does teaching material conform to student expectations of what they will be learning? What different roles do traditional institutions and tutoring centres play specifically in ELT; in particular, are they positively supplementary to each other, or are they negatively contrastive and competitive in nature? Findings suggest the longer supplementary education has existed a place, the more likely it indeed is supplementary to formal education.
VL  - 8
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Author Information

Yuksai Nam

Overseas Education College, Xiamen University, Xiamen, China
Kawa Chan

Department of Education, University of Bath, Bath, United Kingdom

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APA Style

Yuksai Nam, Kawa Chan. (2019). The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong. Education Journal, 8(1), 16-26. https://doi.org/10.11648/j.edu.20190801.13

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ACS Style

Yuksai Nam; Kawa Chan. The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong. Educ. J. 2019, 8(1), 16-26. doi: 10.11648/j.edu.20190801.13

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AMA Style

Yuksai Nam, Kawa Chan. The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong. Educ J. 2019;8(1):16-26. doi: 10.11648/j.edu.20190801.13

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@article{10.11648/j.edu.20190801.13,
  author = {Yuksai Nam and Kawa Chan},
  title = {The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong},
  journal = {Education Journal},
  volume = {8},
  number = {1},
  pages = {16-26},
  doi = {10.11648/j.edu.20190801.13},
  url = {https://doi.org/10.11648/j.edu.20190801.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20190801.13},
  abstract = {In this article, the writers employ the Service Quality Gap Model to investigate a social phenomenon that has existed for decades but has taken off recently – Supplementary Education. Being a billion-dollar industry that reaches more than three quarters of students in prominent countries, it has a tangible influence on our education system. By comparing the first three stages of the model with interview recordings with students and teachers, the writer explores the differences between perceptions of the student and the teacher. In particular, the writer focuses on English language teaching, and will answer the following questions: does student motive for studying the language differ from what teachers and tutors think it is? Does teaching material conform to student expectations of what they will be learning? What different roles do traditional institutions and tutoring centres play specifically in ELT; in particular, are they positively supplementary to each other, or are they negatively contrastive and competitive in nature? Findings suggest the longer supplementary education has existed a place, the more likely it indeed is supplementary to formal education.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong
AU  - Yuksai Nam
AU  - Kawa Chan
Y1  - 2019/02/21
PY  - 2019
N1  - https://doi.org/10.11648/j.edu.20190801.13
DO  - 10.11648/j.edu.20190801.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 16
EP  - 26
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20190801.13
AB  - In this article, the writers employ the Service Quality Gap Model to investigate a social phenomenon that has existed for decades but has taken off recently – Supplementary Education. Being a billion-dollar industry that reaches more than three quarters of students in prominent countries, it has a tangible influence on our education system. By comparing the first three stages of the model with interview recordings with students and teachers, the writer explores the differences between perceptions of the student and the teacher. In particular, the writer focuses on English language teaching, and will answer the following questions: does student motive for studying the language differ from what teachers and tutors think it is? Does teaching material conform to student expectations of what they will be learning? What different roles do traditional institutions and tutoring centres play specifically in ELT; in particular, are they positively supplementary to each other, or are they negatively contrastive and competitive in nature? Findings suggest the longer supplementary education has existed a place, the more likely it indeed is supplementary to formal education.
VL  - 8
IS  - 1
ER  -

Copy | Download