Learning English through Shadow Education: Exploring Participants’ Motives and Experiences

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dc.contributor.authorHegedűs, Gabriella
dc.date.accessioned2021-07-19T02:25:36Z
dc.date.available2021-07-19T02:25:36Z
dc.date.issued2021-07-19
dc.description.abstractParallel to the institutionalised school system, in which no change in pedagogical attitudes has taken place (Einhorn 2015), there is a growing demand for learning languages in non-formal contexts, including out-of-school courses that not only complement students’ studies in formal education but also seem to make the process of learning languages as well as giving academic support to students more effective. The present study aims to explore the international and Hungarian literature on shadow education, which is widespread in Hungary but has little literature (Varga 2015), by presenting the characteristics of the phenomenon and highlighting its shortcomings. A qualitative study is also presented in order to examine the expectations and experiences of the students (and their families) participating in private tutoring. Data gleaned from interviews with students and their parents are analysed to identify their motives, expectations, the development of students’ additional skills and competencies, their career aspirations and the families’ financial background. The results of the study shed light on some characteristics of shadow education that have not been visible yet. Some factors that can potentially enhance the effectiveness of language teaching in the state school system will also be highlighted. Although the study is based on a rather limited sample, the results help us gain important insights into the hidden aspects of shadow education.en
dc.formatapplication/pdf
dc.identifier.citationCentral European Journal of Educational Research, Vol. 3 No. 2 (2021): Foreign Language Teaching and Learning: Changes, Difficulties and New Directions , 66-77
dc.identifier.doihttps://doi.org/10.37441/cejer/2021/3/2/9342
dc.identifier.eissn2677-0326
dc.identifier.issue2
dc.identifier.jatitleCEJER
dc.identifier.jtitleCentral European Journal of Educational Research
dc.identifier.urihttps://hdl.handle.net/2437/320687en
dc.identifier.volume3
dc.languageen
dc.relationhttps://ojs.lib.unideb.hu/CEJER/article/view/9342
dc.rights.accessOpen Access
dc.rights.ownerby the author(s)
dc.subjectshadow educationen
dc.subjectnon-formal educationen
dc.subjectprivate tuitionen
dc.subjectdifferentiationen
dc.subjectpersonalised educationen
dc.titleLearning English through Shadow Education: Exploring Participants’ Motives and Experiencesen
dc.typefolyóiratcikkhu
dc.typearticleen
dc.type.detailedidegen nyelvű folyóiratközlemény hazai lapbanhu
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Central European Journal of Educational Research (DE-journals)