Second Language Motivation of Senior Secondary Students in Shadow Education of English Language in Hong Kong

Abstract

The global rise in shadow education, notably in East Asia, reflects a significant
surge in students seeking academic improvement, particularly in subjects like English.
Given the limited amount of relevant prior research, this research aims to investigate
the motivational factors that drive senior secondary school students in Hong Kong to
participate in shadow education of English as a second language, using Dörnyei’s (2009)
L2 Motivational Self System as its conceptual framework. Using a mixed-methods
convergent parallel design, Study 1 employed a quantitative approach with convenience
sampling, where 30 senior secondary students aged 16-19 from a local government-subsidized school in Hong Kong were surveyed via an online questionnaire to measure
their general perceptions of motivation for participating in shadow education in terms
of motivational factors, motivation levels and suggestions for improving their English
learning in the tutoring. Subsequently, Study 2 involved twelve students in semistructured interviews in exploring their in-depth perceptions of their motivation,
perceived effectiveness and suggestions in the tutoring using reflexive thematic
analysis. The combined findings unexpectedly reveal that the ought-to L2 self, driven
by external pressures, is the most prominent predictor of motivation in English private
tutoring while integrative motivation is notably absent. Besides, five main motivational
factors, including parents’ expectations, instrumentality-prevention, instrumentality-promotion, personal development, and tutors’ teaching strategies were identified as the
overarching motivational factors of engaging in English private tutoring. Also,
participants suggested more authentic and interesting learning activities and materials
in tutoring to further enhance their English learning. This research, through a case study
design, offers valuable insights into the complex motivational factors driving
engagement in English shadow education in Hong Kong. It highlights how students’
perceptions of specific motivational factors shape their participation in English private
tutoring and provides practical suggestions to enhance their learning experience within
this specific context.

Date of Award	12 Nov 2024
Original language	English
Awarding Institution	University of Bristol
Supervisor	Philippa L Howard (Supervisor) & Shelley McKeown Jones (Supervisor)