Local Perspectives on English Language Teaching in Private Tutoring in Thailand: Re-examining Roles and Implications
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Published:
Dec 27, 2021
Keywords:
Private English tutoring English language teaching Roles of private English tutoring Implications of private English tutoring
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Abstract
Private tutoring has, over the past decades, been a key educational phenomenon for Thai college-bound students. having received both praise and condemnation. This qualitative case study shows that private English tutoring in Thailand has expanded beyond the ‘shadow education’ discussed by Bray (1999). Five tutor-student pairs were interviewed via Zoom video conference and the interviews were analyzed by theme. Results indicate the social, educational, and economic benefits of private education, as well as its far-reaching effects on personal growth, professional development, and life prospects. Concerns about educational inequality introduced by the tutoring industry, and its uneasy co-existence with mainstream education, are also discussed.
Article Details
How to Cite
Charoenroop, P. (2021). Local Perspectives on English Language Teaching in Private Tutoring in Thailand: Re-examining Roles and Implications. REFLections, 28(3), 419–440. https://doi.org/10.61508/refl.v28i3.256348
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Research articles
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
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Trakulkasemsuk, W. (2018). English in Thailand: Looking back to the past, at the present and towards the future. Asian Englishes, 20(2), 96−105. https://doi.org/10.1080/13488678.2017.1421602
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Yung, K. W. H. (2015). Learning English in the shadows: Understanding Chinese leaners’ experiences of private tutoring. TESOL Quarterly, 49(4), 707−732.
Zhan, S., Bray, M., Wang, D., Lykins, C., & Kwo, O. (2013). The effectiveness of private tutoring: Students’ perceptions in comparison with mainstream schooling in Hong Kong. Asia Pacific Educational Review, 14, 495−509.
Zwier, D., Geven, S., & van de Werfhorst, H. G. (2021). Social inequality in shadow education: The role of high-stakes testing. International Journal of Comparative Sociology, 61(6), 412−440. https://doi.org/10.1177/0020715220984500
Baker, W. (2008). A critical examination of ELT in Thailand: The role of cultural awareness. RELC Journal, 39(1), 131−149. https://doi.org/10.1177/0033688208091144
Baker, W. (2012). English as a lingua franca in Thailand: Characterizations and implications. Englishes in Practice, 1, 18−27.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77−101. https://doi.org/10.1191/1478088706qp063oa
Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. Paris: UNESCO International Institute for Educational Planning (IIEP).
Buchmann, C., Condron, D. J., & Roscigno, V. J. (2010). Shadow education, American style: Test preparation, the SAT and college enrollment. Social Forces, 89(2), 435–462.
Chan, C. (2017). Factors affecting student choice to study English at private tutoring school: A case of a particular group of Thai upper secondary school students. [Master’s thesis, Thammasat University]. Ethesis Archive. http://ethesisarchive.library.tu.ac.th/thesis/2016/TU_2016_5821042057_7188_6071.pdf
Charoenkul, N. (2018). Shadow education in Thailand: Thai and international perspectives. In G. W. Fry (Ed.), Education in Thailand: Education in the Asia-Pacific region: Issues, concerns and prospects (pp. 627−650). Springer. https://doi.org/10.1007/978-981-10-7857-6_25
Charoenroop, P. (2021, April). Private tutoring in Thailand: A local perspective on rising demand for English supplementary schooling in the 21st century [Paper presentation (pp.186−218)]. National Conference on the 55th Anniversary of National Institute of Development Administration 2021, Bangkok, Thailand.
Darasawang, P. (2007). English language teaching and education in Thailand: A decade of change. In D. Prescott (Ed.), English in Southeast Asia: Varieties, literacies and literatures (pp. 187−204). Cambridge Scholars Publishing.
Dawson, W. (2010). Private tutoring and mass schooling in East Asia: Reflections of inequality in Japan, South Korea, and Cambodia. Asia Pacific Education, 11, 14−24. https://doi.org/10.1007/s12564-009-9058-4
Feng, S. (2020). The evolution of shadow education in China: From emergence to capitalisation. Hungarian Educational Research Journal, 11(2), 89−100. https://doi.org/10.1556/063.2020.00032
Fredrickson, T. (2016, February 10). National exam failure. Bangkok Post. https://www.bangkokpost.com/learning/advanced/859068/national-exam-failure
Hannum E., Ishida H., Park H., & Tam, T. (2019). Education in East Asian societies: Postwar expansion and the evolution of inequality. Annual Review of Sociology, 45, 625–647. https://doi.org/10.1146/annurevsoc-073018-022507
Jansen, D., Elffers, L., & Jak, S. (2021). A cross-national exploration of shadow education use by high and low SES families. International Studies in Sociology of Education. https://doi.org/10.1080/09620214.2021.1880332
Javadi, Y., & Kazemirad, F. (2020). Worldwide shadow education epidemic and its move toward shadow curriculum. Journal of Language Teaching and Research, 11(2), 212−220. https://doi.org/10.17507/jltr.1102.09
Jones, W., & Rhein, D. L. (2018). Tutorial schools in Thailand: Perceptions and motivations of Thai high school students. FIRE: Forum for International Research in Education, 4(2), 66−83.
Katchwattana, P. (2020, August 4). Seven research studies raising the quality of life for Thai children to be ready for the changing world. SALIKA: Knowledge Sharing Space. https://www.salika.co/2020/08/04/7-researchchild-quality-life-indicator/ (In Thai)
Kaur, A., Young, D., & Kirkpatrick, R. (2016). English education policy in Thailand: Why the poor results? In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 345−361). Springer International Publishing. https://doi.org/10.1007/978-3-319-22464-0_16
Kertbundit, B. (2020, March 3). Don’t leave any of the kids behind. Bangkok Post. https://www.bangkokpost.com/opinion/opinion/1870244/dont-leave-any-of-the-kids-behind
Khaopa, W. (2011, October 5). Poor recruiting hurts quality of teachers. Nation. http://www.nationmultimedia.com/new/national/Poor-recruiting-hurts-qualityof-teachers-30167249.html
Kobakidze, M. N., & Suter, L. E. (2020). The global diversity of shadow education. European Journal of Education, Research, Development and Policy, 55(3), 316−321. https://doi.org/10.1111/ejed.12411
Koonprasert, T. T. (2019, January 17). When tutoring overtakes teaching: Thailand’s affluent tutoring industry is the result of a poor public school education. Bangkok Post. https://www.bangkokpost.com/opinion/opinion/1612534/when-tutoring-overtakes-teaching
Kshetree, A. K. (2020). Students’ views on shadowing in English language learning. Journal of NELTA Gandaki (JoNG), 3(1), 25−35. https://doi.org/10.3126/jong.v3i1-2.33142
Lao, R. (2014). Analyzing the Thai state policy on private tutoring: The prevalence of the marker discourse. Asia Pacific Journal of Education, 34(4), 476−491. https://doi.org/10.1080/02188791.2014.960799
Merriam, S., & Tisdell, E. (2015). Qualitative research: A guide to design and implementation. (4th edition). Weiley: Jossey-Bass.
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai teachers’ professional development needs. English Language Teaching, 6(11), 139−147. https://doi.org/10.5539/elt.v6n11p139
Pinniam, T. (2020, May 12). Progress needs level playing field. Bangkok Post. https://www.bangkokpost.com/opinion/opinion/1916516/progress-needs-level-playing-field
Saengboon, S. (2019). Shadow education in Thailand: A case study of Thai English tutors’ perspectives towards the roles of private supplementary tutoring in improving English language skills. Language Education and Acquisition Research Network (LEARN) Journal, 12(1), 38−54.
Serechetapongse, A., & Udomkerdmongkol, M. (2020, September 10). Thailand economic focus: Building a more equal and sustainable Thailand after COVID-19: A UN perspective. United Nation: Thailand. https://thailand.un.org/th/node/90303
Tarigan, F. N., & Lasnumanda, E. S. (2020). Online English shadow education: EFL learners’ perspective. Lexeme: Journal of Linguistics and Applied Linguistics, 2(1), 70−78. https://doi.org/10.32493/ljlal.v2i2.8104
Thongsonkleeb, K., & Suwanarak, K. (2017). Students’ perceptions towards the roles of local English language tutors and problems of learning English in preparation for the AEC. NIDA Journal of Language and Communication, 22(30), 1−14.
Trakulkasemsuk, W. (2018). English in Thailand: Looking back to the past, at the present and towards the future. Asian Englishes, 20(2), 96−105. https://doi.org/10.1080/13488678.2017.1421602
Wongsothorn, A., Hiranburana, K., & Chinnawongs, S. (2002). English language teaching in Thailand today. Asia Pacific Journal of Education, 22(2), 107−116. https://doi.org/10.1080/0218879020220210
Wright, M. C., Bergom, I., & Bartholomew, T. (2019). Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes. Active Learning in Higher Education, 20(1), 51−62. https://doi.org/10.1177/1469787417735607
Yung, K. W. H. (2015). Learning English in the shadows: Understanding Chinese leaners’ experiences of private tutoring. TESOL Quarterly, 49(4), 707−732.
Zhan, S., Bray, M., Wang, D., Lykins, C., & Kwo, O. (2013). The effectiveness of private tutoring: Students’ perceptions in comparison with mainstream schooling in Hong Kong. Asia Pacific Educational Review, 14, 495−509.
Zwier, D., Geven, S., & van de Werfhorst, H. G. (2021). Social inequality in shadow education: The role of high-stakes testing. International Journal of Comparative Sociology, 61(6), 412−440. https://doi.org/10.1177/0020715220984500