Evaluating supplementary and mainstream ESL/EFL education: Learners' views from secondary- and tertiary-level perspectives

Evaluating supplementary and mainstream ESL/EFL education: Learners' views from secondary- and tertiary-level perspectives

• Tsang, Art The Chinese University of Hong Kong
• Fung, Daniel The Chinese University of Hong Kong
• Yau, Alice Hoi Ying The University of Hong Kong

Studies in Educational Evaluation, 62(0), 61-71, 2019

Elsevier Ltd.

2019

• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換
• G 課程與教學:個別教學範疇
  • GB 英文
    • GBC 聽、講、誦之教學方法與效果

Foreign Language Education Supplementary Education

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

English as a second/foreign language education (ESL/EFL) in the supplementary setting is under-researched despite its prevalence worldwide. This quantitative study investigated the effects of supplementary and mainstream ESL/EFL education on eleven facets from learners' secondary-level and tertiary-level perspectives. In addition, we examined learners' perception of the usefulness of supplementary and mainstream classes in equipping them for the use of English for different purposes in the tertiary setting. 203 participants studying at two tertiary institutions in Hong Kong completed a 72-item questionnaire. The MANOVAs conducted revealed significant main effects of education settings (i.e. supplementary/mainstream) and education levels (i.e. secondary-level/tertiary-level) as well as interaction effects of these variables on learners' perception. There were also significant differences in learners' views of the usefulness of the two education settings in preparing them for the use of English for specific purposes at tertiary level. This article culminates with a discussion of these findings and implications.
[Copyright of Studies in Educational Evaluation is the property of Elsevier Ltd.]

• 英文

期刊論文

• 0191491X

• 10.1016/j.stueduc.2019.04.004

https://bibliography.lib.eduhk.hk/tc/bibs/50e3fc27

2020-03-03