Unpacking the complexity of English language teacher-tutor identities in Kazakhstan: a qualitative inquiry

Innovation in Language Learning and Teaching, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 16

Published: Jan. 23, 2025

Language: Английский

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

Language Learning Journal, Journal Year: 2024, Volume and Issue: 52(5), P. 556 - 570

Published: Jan. 30, 2024

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

Language: Английский

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Learning in the shadows: exploring primary school students and their parents’ perceptions of fee-charging private tutoring in Kazakhstan

Globalisation Societies and Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 15

Published: March 27, 2024

This mixed-methods study explored the experiences and perceptions of primary school students their parents towards fee-charging private tutoring (PT) in Astana, Kazakhstan. The data were collected from 503 Grade 6 (aged 11–12) using a close-ended questionnaire followed by semi-structured interviews with 21 parents. five mainstream schools found that 357 out (71%) received PT, highly educated invested PT more than other A total 29% revealed spent 31,000–40,000 tenge (US$ 67–87) on per month, 9 acknowledged was financially burdensome for them. Both affirmed preparing exams securing place selective represented main motives having PT. Some mentioned soft, intangible gains such as responding appropriately to students' social emotional needs. Moreover, 48% unaware identity tutors, some criticised spread less qualified, costly tutors due unregulated market However, none supported idea banning suggests pedagogical implications areas ongoing research.

Language: Английский

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Primary School Students’ Experiences of English Private Tutoring in Uzbekistan Using Participatory Methods

The Asia-Pacific Education Researcher, Journal Year: 2024, Volume and Issue: 33(6), P. 1501 - 1514

Published: Feb. 24, 2024

Language: Английский

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Private supplementary tutoring and educational inequality in secondary education in Kazakhstan

Central Asian Survey, Journal Year: 2023, Volume and Issue: 42(3), P. 617 - 636

Published: July 3, 2023

ABSTRACTThis mixed-methods study is the first to explore association between fee-charging private supplementary tutoring (PT) participation and access higher education in Kazakhstan from perspectives of Grade 11 students during COVID-19 pandemic. Guided by work Entrich 2018, a four-dimensional model educational inequality PT, this found that scale PT had expanded pandemic, with 75.06% (623 out 830) participants engaged mainly excel university entrance examinations gain state grant at their preferred Kazakhstan. Also, 73.8% spent 40,000 tenge (US$88) or less on per month. Although participants' families prioritized boys for providing services, most neither agreed nor disagreed was financial pressure families, probably because majority attended group delivered tutorial centres, mode reduced unit cost gave them attention they needed tutors. The 30 interviewees positive attitudes towards but some mentioned few its disadvantages, including spread qualified, costly tutors due unregulated market This suggests pedagogical implications areas ongoing research.KEYWORDS: tutoringaccess educationeducational inequalitysecondary school students' perceptionsmixed-methods AcknowledgementsThe authors thank anonymous reviewers editors insightful comments editorial support.Disclosure statementNo potential conflict interest reported authors.Additional informationFundingThis supported Nazarbayev University Graduate School Education [grant number 20122022FD4117].

Language: Английский

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Being participatory: employing geographic lenses to understand young people’s experiences of private supplementary tutoring in Uzbekistan

Compare A Journal of Comparative and International Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 21

Published: March 22, 2024

This mixed-methods study explores the experiences and perceptions of primary school students fee-charging private supplementary tutoring (PST) in Uzbekistan. The data were collected from five mainstream schools, using a close-ended questionnaire two participatory methods – group interviews drawings. found that 574 out 1024 (56%) received PST, mainly to increase their knowledge core subjects, boost self-confidence, accomplish aspirations studying/working abroad. Achieving high scores examinations was secondary goal for many participants because they did not have high-stakes examination at this academic level. 286 (50%) reported tutors own class teachers, which raises concerns about favouritism coercion. acted agentively by highlighting advantages PST. stresses importance adopting effective policies regulate PST research capture children's experiences.

Language: Английский

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Internationalisation of Education: Focus on Central Asia and Eastern Neighbourhood

Published: May 1, 2024

This rapid evidence review focuses on the internationalization of education, particularly in Central Asia and Eastern Neighbourhood. It examines how education influences development outcomes, emphasising higher education's role economic growth human capital enhancement. The highlights challenges accessing quality especially addresses issues like social inequality exclusion children with disabilities. Strategies for internationalization, including English language instruction, are explored, alongside efforts to counter misinformation. Despite mobility transnational gaps research persist, regarding benefits internationalisation effectiveness interventions against

Language: Английский

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