American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2018, 6(9), 1257-1263
DOI: 10.12691/education-6-9-3
Open AccessArticle

A Comparison Study of Buxiban Learning in Hong Kong and Taiwan

Lisa Hsu1, and Wendy Yang1

1National Taichung University of Science and Technology, Taichung City, Taiwan

Pub. Date: September 12, 2018

Cite this paper:
Lisa Hsu and Wendy Yang. A Comparison Study of Buxiban Learning in Hong Kong and Taiwan. American Journal of Educational Research. 2018; 6(9):1257-1263. doi: 10.12691/education-6-9-3

Abstract

The study aimed to explore students’ perspective and reasons for going to a Buxiban, and whether their English ability improved after attending a Buxiban. Buxibans, also known as cram schools, provide extra help to enhance the four skills needed to learn English. English as a subject is treated as an essential course when taking the college entrance examination for both Hong Kong and Taiwan students. It is common for students to seek additional help from a Buxiban. This study also tried to investigate the differences between Taiwan and Hong Kong Buxiban’s learning culture. Three hundred and ten high school students participated in this study. Four research questions were posed to understand students in Hong Kong and Taiwan, as well as their intention of attending a Buxiban and their evaluation after attending a Buxiban. A questionnaire was developed for the purpose of this study; it contained 25 questions. The Cronbach’s alpha reliability of this questionnaire in this study was .731. The descriptive statistics and t-test were computed. The result showed that students from both places had slightly different reasons for going to a Buxiban. They enjoyed Buxiban’s “varied teaching methods,” but “teacher appearance” was more important to Hong Kong students. Next, they never attended a Buxiban just for “killing time” but appreciated the “various resources” provided by them and aimed for a higher English score. Also, Taiwan students indicated they learned “vocabulary” more in a Buxiban whereas Hong Kong students learned more “grammar.” Fifty-three percent of Taiwan students perceived that a Buxiban helped them improve their English ability while 44% of Hong Kong students indicated they were helped. Furthermore, 65% of Hong Kong students stated that they expected to continue studying in a Buxiban but only 24% of Taiwan students would be willing to do so. At the end of this study, more pedagogical suggestions, future suggestions, and limitations of this study are discussed.

Keywords:
Buxiban Taiwan Hong Kong English learning

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Ministry of Education Taiwan (2015). The nine-year consistent English language study curriculum for national primary and secondary schools. Retrieved from https://www.edu.tw/Advanced_Search.aspx?q.
 
[2]  Ministry of Education Bureau Kaohsiung City (2016). National Buxibans’ growth statistics for the last ten years. Retrieved from Statistical Information Network of Kaohsiung City, http://www.kh.edu.tw/orgArch/departments_intro/F0/P4/P2.
 
[3]  Yung, W. H. (2011). Shadow education in Hong Kong: The experience of learners of English. MA in applied linguistics dissertation, The University of Hong Kong.
 
[4]  Huang, Y. Y. (2011). My high school Buxiban life in Hong Kong. Inside and outside the classroom: High School Edition, (11), 22-24.
 
[5]  Liu, J. (2012). Does Buxibaning matter? Who goes to Buxiban? Evidence from Taiwan. International Journal of Educational Development, 32(1), 46-52.
 
[6]  Chen, H., & Fan, H. (2014). Education in Taiwan: The vision and goals of the 12-year curriculum.
 
[7]  Kwok, P. L. Y. (2010). Demand intensity, market parameters and policy responses towards demand and supply of private supplementary tutoring in China. Asia Pacific Education Review, 11(1), 49-58.
 
[8]  Bray, T. M. (2010). Blurring boundaries: The growing visibility, evolving forms and complex implications of private supplementary tutoring. OrbisScholae.
 
[9]  Chang, J. (2004). Ideologies of English teaching and learning in Taiwan. Department of Linguistics, Faculty of Arts, University of Sydney.
 
[10]  Chen, X. L. (2008). Using system dynamics to explore English Buxiban management models. (Unpublished master’s thesis). Department of Business Management, National Yat-Sen University, Taiwan.
 
[11]  Lin, T. L., & Chen, H. Y. (2015). Based on social exchange theory to explore the parents of middle school students choosing Buxiban behavior. Journal of Crisis Management, 12(1), 55-64.
 
[12]  Jeon, M. & Lee, J. (2006). Hiring native-speaking English teachers in East Asia countries. English Today 22(4), 53-58.
 
[13]  Huang, K. K, Wu, W. D, & Zhao, Z.Y. (2003). Contemporary Taiwan Topic-Education Issues in Taiwan. Retrieved from http://chiuphysics.cgu.edu.tw/yun-ju/cguweb/scilearn/idea/EduReform/03Process/ReformProcess2nd.htm
 
[14]  Chen, B. J. (2016). The standard-based assessment of student achievements for junior high school students Q &A. The Research Center for Psychological and Educational Testing at National Taiwan Normal University, Taiwan.
 
[15]  Ping, Z.H. (2015). Reflections on the phenomenon of students' extracurricular tutoring. Taiwan Educational Monthly Review,4(5), 82-83.
 
[16]  Wei, M. M., Chen, R. Q., & Chang, J.Y. (2013). Private Tutoring of Primary and Secondary School Students in Hong Kong, Serial No. 01. Retrieved from https://yrc.hkfyg.org.hk/wp-content/uploads/sites/56/2017/09/SCYI01-Private-Tutoring-of-Primary-and-Secondary-School-Students.pdf.
 
[17]  Gourrier, R. (2016). A Study of Cram School Experience in Taiwan. Retrieved from http://nccur.lib.nccu.edu.tw/handle/140.119/104643.
 
[18]  Wu, J. Y. (2014). Qualitative study of Taiwanese students studying abroad: Social interactions, navigating US culture, and experiences learning English language. Wayne State University.
 
[19]  Silalahi, W. P., & Sitorus, F. R. (2015). The Difficulties of Teaching English to the Taiwanese Students. PEOPLE: International Journal of Social Sciences, 1(1).
 
[20]  Pan, Y. (2016). English Lange Education (ELE) as a Mark of Social Distinction in Taiwan: BUXIBANS, ELE Teachers’ Discourse, and Social Reproduction. (Unpublished doctoral dissertation). Retrieved from http://www.digitalrepository.unm.edu
 
[21]  Zheng, L. J. (2015) Buxiban Culture: Is tutoring better than nourishing the body? Not doing it might lose. Hong Kong Wen Wei Po. Retrieved from http://paper.wenweipo.com/2015/06/01/ED1506010022.htm.
 
[22]  Hsu, C. T. (2002). Study of Grade Nine Students’ View on Cram Schools and School Education. (Unpublished master’s thesis). Graduate Institute of Science Education, National Taiwan Normal University.
 
[23]  Yang, W.M. (2002). An analysis of the ninth-grade students’ opinions on the teachings of cram schools and ordinary schools and their relationship with the performance of Basic Competence Test of Science. (Unpublished master’s thesis).Graduate Institute of Science Education, National Taiwan Normal University, Taiwan.
 
[24]  Peng, M. (2008). MOE, English teaching policy sparks storm of controversy. Taiwan Journal, 25, 23.
 
[25]  Huang, S. C. (2016). Understanding learners’ self-assessment and self-feedback on their foreign language speaking performance. Assessment & Evaluation in Higher Education, 41(6), 803-820.
 
[26]  Chen, J. (2005). Cram culture-a fresh look at the Buxiban. Sinirama Magazine, 2(10), 1-10.
 
[27]  Chou, C. P., & Yuan J. K. (2011). “Buxiban in Taiwan.” IIAS Newsletter.
 
[28]  Hsu, L. (2012). Causes of student unwillingness to talk in English classes. Journal of the National Taichung Institute of Technology, 16, 99-112.
 
[29]  Chen, S. Y., & Lu, L. (2009). After-school time use in Taiwan: Effects on educational achievement and well-being. Adolescence, 44(176), 891.
 
[30]  Linn, R. L. (2000). Assessments and accountability. Educational researcher, 29 (2), 4-16.
 
[31]  Zhao, Y. T., & Chen, Z. J. (2015). Tutoring and practice--Hong Kong and Taiwan students live under the dark shadow education. Initium Media. Retrieved from https://theinitium.com/article/20151202-hongkong-tutor01/
 
[32]  Lin, D. S., & Chen, Y. F. (2006). Cram School Attendance and College Entrance Exam Scores of Senior High School Students in Taiwan. Bulletin of Educational Research, Vol. 52, No. 4, 35-70.
 
[33]  Lin, W. M. (2008). Exploring the motivation of Taiwanese students to participate in cram school. Taiwan Education Review. (650), 57-60.
 
[34]  Nima (2016). Hong Kong Buxibans are way too crazy! Taiwanese: We are meeker. Retrieved from https://oops.udn.com/oops/story/6698/1952582.