Primary School Students' Experiences of English Private Tutoring in Uzbekistan Using Participatory Methods
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3AMKUWFCCU" target="_blank" >RIV/00216208:11320/25:MKUWFCCU - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.1007/s40299-024-00830-9" target="_blank" >http://dx.doi.org/10.1007/s40299-024-00830-9</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/s40299-024-00830-9" target="_blank" >10.1007/s40299-024-00830-9</a>
Alternative languages
Result language
angličtina
Original language name
Primary School Students' Experiences of English Private Tutoring in Uzbekistan Using Participatory Methods
Original language description
Private tutoring (PT) has significantly expanded worldwide in recent decades. Despite its popularity and implications for the operation of formal education systems and cultural and social development, research on English private tutoring (EPT) is still in its infancy. Guided by Bronfenbrenner's ecological theory (1994), this mixed-methods study is the first to explore the EPT experiences of primary school students (ages 11-12) in Uzbekistan using a closed-ended questionnaire and two qualitative participatory methods-group interviews and children's drawings. The questionnaire data suggest that out of 1024 students, 574 (56%) and 321 (32%) had received PT and EPT, respectively, to improve their examination scores in English and/or expand their knowledge. The 50 interviewees acted agentively by reflecting on the benefits of EPT and externalising their decreasing trust in school English teaching both verbally and visually. Furthermore, EPT did not seem to constitute financial pressure on most families because 62% indicated that their parents spent 50,000-100,000 Uzbek sum ($5-10) per month on EPT, which was largely conducted in groups in tutorial centres or within schools. To produce the desired policy effects, this study urges policymakers to enhance the quality of teaching in mainstream schooling and issue effective PT regulatory measures.
Czech name
—
Czech description
—
Classification
Type
J<sub>ost</sub> - Miscellaneous article in a specialist periodical
CEP classification
—
OECD FORD branch
10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)
Result continuities
Project
—
Continuities
—
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
ASIA-PACIFIC EDUCATION RESEARCHER
ISSN
0119-5646
e-ISSN
—
Volume of the periodical
33
Issue of the periodical within the volume
6
Country of publishing house
US - UNITED STATES
Number of pages
14
Pages from-to
1501-1514
UT code for WoS article
—
EID of the result in the Scopus database
—