A Longitudinal Narrative Inquiry on Three ESL (English as a Second Language) Learners’ Agency in Online Tutoring

• In Event: Narrative-Inquiry Research Methodology in Online Educational Settings

Abstract

This study, informed by the complex dynamic systems theory (CDST), examines the agency of learners in a complex educational context where mainstream schooling and private tutoring coexist, and teaching and learning was switched online. The experiences of three senior secondary students enrolled in online English private tutoring were analysed through longitudinal narrative inquiry. Data were collected through interviews, learner reflective writing, and artefacts such as language learning materials. The findings highlight the importance of considering learner agency from the CDST perspective, and shed light on the complex agency-structure interplay in shadow education. The study offers implications for educators to support language learners to be agentic in regulating their learning.

Authors

• Kevin Yung, The Education University of Hong Kong

• Siu-hang Kong, Education University of Hong Kong

• Natalie Fong, University of Hong Kong