Evaluating supplementary and mainstream ESL/EFL education: Learners’ views from secondary- and tertiary-level perspectives
Publication in refereed journal

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其它資訊
摘要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.
出版社接受日期05.04.2019
著者Tsang A., Fung D., Yau A.
期刊名稱Studies in Educational Evaluation
出版年份2019
月份9
卷號62
出版社Elsevier
頁次61 - 71
國際標準期刊號0191-491X
語言英式英語
關鍵詞English as a foreign/second language, Learners’ perspectives, English for specific purposes, Secondary and tertiary education, Mainstream/daytime education, Supplementary education

上次更新時間 2020-08-07 於 03:50