L2 motivation in shadow education: Analysing students’ L2 learning experience in online English private tutoring

L2 motivation in shadow education: Analysing students’ L2 learning experience in online English private tutoring

• Yung, Wai Ho Kevin The Education University of Hong Kong
• Wong, Shu Fai Philip The Education University of Hong Kong

The Language Learning Journal, 2024

Routledge

2024

• N Students & Student Services
  • NI Tutorial Classes / Schools
• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language

English as an Additional Language English Private Tutoring L2 Learning Experience L2 Motivational Self System Online Tutoring Shadow Education

• Hong Kong

• 1997.7 onwards

• Secondary Education

With a focus on the neglected ‘L2 learning experience’ component in Dörnyei’s L2 Motivational Self System (L2MSS), this study investigated secondary students’ L2 motivation in the context of online English private tutoring (EPT). Through narrative inquiry, students narrated their EPT experience online and reflected on it in comparison with that in the face-to-face environment. Through an initial questionnaire, in-depth interviews and follow-up conversations with 12 senior secondary students in Hong Kong, the study revealed the participants’ generally negative L2 learning experience in online EPT. This negativity stemmed from constant distractions and poor concentration, limited interaction with the tutor and peers and insufficient learning support in the online environment. These experiences disengaged and demotivated the students in the language learning process. The findings contribute to our understanding of the L2 learning experience component in L2MSS and the impact of L2 contexts on students’ L2 motivation. The study indicates that, for our participants, there are some irreplaceable elements in face-to-face tutoring (e.g. physical proximity, facial expressions), lack of which affected students’ engagement and motivation. This highlights the importance of researchers and practitioners in language education taking into account learners’ situated contexts and immediate learning environment when conducting relevant studies on L2 motivation. Copyright © 2024 Association for Language Learning.

• English

Journal Articles

• 09571736

• 10.1080/09571736.2024.2305409

https://bibliography.lib.eduhk.hk/en/bibs/1f826cff

2024-08-08