Shadow Education in Thailand: A Case Study of Thai English Tutors' Perspectives towards the Roles of Private Supplementary Tutoring in Improving English Language Skills

Autor/in	Saengboon, Saksit
Titel	Shadow Education in Thailand: A Case Study of Thai English Tutors' Perspectives towards the Roles of Private Supplementary Tutoring in Improving English Language Skills
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 12 (2019) 1, S.38-54 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Foreign Countries; English (Second Language); English Teachers; Tutors; Private Education; Teacher Attitudes; Tutoring; Language Skills; Second Language Instruction; Role of Education; Educational Policy; Success; Failure; Learning Motivation; Thailand (Bangkok) + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Förderlehrer; Lehrender; Tutor; Privatunterricht; Lehrerverhalten; Förderkonzept; Nachhilfeunterricht; Language skill; Sprachkompetenz; Fremdsprachenunterricht; Bildungsauftrag; Politics of education; Bildungspolitik; Erfolg; Motivation for studies; Lernmotivation
Abstract	Shadow education, particularly tutorial schools, is a familiar yet under-studied educational phenomenon in Thai society. This exploratory qualitative case study aimed at gaining a better understanding of English tutorial schools through the lens of tutors. Specifically, two tutors in Bangkok, Thailand were selected via purposive sampling. Two rounds of interviews were conducted: 1) focus group and 2) individual. Key themes emerged from the two rounds of interviews, namely challenges in providing tutorial courses, tutorial schools and Thai society, the importance of motivation, tutorials and English teaching, success and failure in tutoring and English language teaching policy. Concluding remarks suggested that shadow education, in this case private supplementary tutoring, has a potential to improve English language skills of Thais through its motivating force and that dichotomous thinking about key components of English language teaching e.g., to teach or not to teach grammar; English native speaking vs. non-native speaking teachers should be avoided. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01