[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600987-105":59,"doc-detail-600987-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","english-private-tutoring-in-macao-perceptions-of-senior-secondary-three-students","English Private Tutoring in Macao: Perceptions of Senior Secondary Three Students","","This article examines how individual, school, and social factors shape Senior Secondary Three students’ perceptions of English private tutoring in Macao. A comparative mixed-methods design studies two Form Six classes in an English-medium secondary school and four SS3 classes in a Chinese-medium secondary school, totaling 145 students. Results show students participate less intensively and prefer government-subsidized after-school tutoring led by schoolteachers. Key drivers include students’ needs and beliefs about English learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/english-private-tutoring-in-macao-perceptions-of-senior-secondary-three-students/600987/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/english-private-tutoring-in-macao-perceptions-of-senior-secondary-three-students/600987.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What factors shape students’ perceptions of English private tutoring in Macao?","Question",{"text":112,"@type":113},"The article analyzes how individual, school, and social factors influence students’ perceptions of English private tutoring in Macao.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and how many students participated?",{"text":117,"@type":113},"The study compares two F6 classes at an English-medium school and four SS3 classes at a Chinese-medium school using mixed methods with questionnaires and interviews, involving 145 students in total.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do students prefer government-subsidized tutoring over fee-paying tutoring?",{"text":121,"@type":113},"Students show relatively low intensity of participation and prefer government-subsidized after-school tutoring by schoolteachers. The article links this to a low level of social competition, high tertiary enrollment rates, and students’ learning needs and beliefs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600987,1792894555,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","English Private Tutoring in Macao: Perceptions of Senior Secondary Three Students  \nVivien Nga Man Chan The University of Hong Kong, China  \nECNU Review of Education 2019, Vol. 2(1) 44–63 ª The Author(s) 2019 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531119840864](DOI: 10.1177/2096531119840864)[ ](DOI: 10.1177/2096531119840864)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This article examines how individual, school, and social factors shape the perceptions of students in Senior Secondary Three (SS3; in some schools called Form Six [F6]) toward English private tutoring in Macao.  \nDesign/Approach/Methods: This is a comparative study of two F6 classes of an English-medium secondary school and four SS3 classes of a Chinese-medium secondary school in Macao, with a total number of 145 students. Mixed-methods approach (questionnaires and interviews) is employed in the study.  \nFindings: The respondents’ participation in English tutoring is not very intensive. They prefer to receive government-subsidized after-school tutoring taught by their schoolteachers more than feepaying English tutoring taught by tutors outside. Low level of social competition and high tertiary enrollment rates contribute to this phenomenon. Students’ needs and beliefs in English learning play key roles in determining their receipt of English tutoring.  \nOriginality/Value: Teachers may need better understanding of their students’ needs so as to design suitable pedagogies. Schools can consider more fully the types of tutoring that they provide for different kinds of pupils. The government-subsidized after-school tutoring could be a plausible way to reduce educational inequality.  \nKeywords  \nEnglish, Macao, perceived needs, private tutoring, shadow education  \nDate received: 5 January 2019; accepted: 26 February 2019  \nCorresponding author:  \nVivien Nga Man Chan, Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong, China. Email: vivienchan@connect.hku.hk  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits noncommercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nIntroduction  \nPrivate tutoring, also known as shadow education, private supplementary tutoring, or simply tutoring, has become a worldwide educational phenomenon over the past decades. According to the introduction in the book Out of the Shadows (Aurini, Davies, & Dierkes, 2013), the total revenue of the supplementary education industry in just 17 countries (not including the East Asian societies) had already reached around 41.7 billion USD a year (p. xvii) . It has become a lucrative multibilliondollar business.  \nVarious terms have been used in different places to describe private supplementary tutoring. In Mainland China and Taiwan China it is called buxi, in Hong Kong China it is commonly called tutoring, both of which mean补习in Chinese. In Macao China, in Portuguese (which is one of the official languages) it is named apoio pedagógico complementar, which is literally translated as complementary educational support in English. Chinese is Macao’s other official language and the official term is 私立补充教学辅助, which emphasizes the feature of “private” and “complementary.” While buxi is commonly used in other places, the Macao government defines tutoring as a means of assisting the mainstream education and provided by the private sector. In this article, shadow education in Macao is defined as “addi","cbCaigR5QS2Ej5Ge","https://ap.wps.com/l/cbCaigR5QS2Ej5Ge","pdf",414280,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Keywords\n# Introduction","[{\"question\":\"What factors shape students’ perceptions of English private tutoring in Macao?\",\"answer\":\"The article analyzes how individual, school, and social factors influence students’ perceptions of English private tutoring in Macao.\"},{\"question\":\"How was the study conducted and how many students participated?\",\"answer\":\"The study compares two F6 classes at an English-medium school and four SS3 classes at a Chinese-medium school using mixed methods with questionnaires and interviews, involving 145 students in total.\"},{\"question\":\"Why do students prefer government-subsidized tutoring over fee-paying tutoring?\",\"answer\":\"Students show relatively low intensity of participation and prefer government-subsidized after-school tutoring by schoolteachers. The article links this to a low level of social competition, high tertiary enrollment rates, and students’ learning needs and beliefs.\"}]","English Private Tutoring in Macao: Perceptions of Senior Secondary Three Students | PDF",1792091755]