Private Tutoring Effects on EFL Pupils’ Learning Quality “A Blessing or a Curse”: Case of Third-year Secondary School Pupils of IZED - Tlemcen

Abstract

Teaching foreign languages in Algeria is witnessing some problems, among which the phenomenon of shadow education is receiving increasing attention by pupils and parents alike. For that sake, this research is designed to demonstrate the profound influence of private supplementary tutoring on language acquisition among third-year secondary school pupils, enrolled in IZED EL KIFANE. More precisely, this study seeks to examine the impact of private tutoring on the development of English language learning, in order to determine whether private tutoring impedes and encourages pupils' EFL learning process or not. A descriptive research method was adopted to carry this investigation and to know what motivates them to seek private tutoring and it affect their language learning. To collect data, a questionnaire and a test were administered to (30) third year secondary school pupils who were enrolled in the private tutoring institution of IZED EL KIFANE. The data analysis highlighted contradictory results. In which the questionnaire shows that pupils have positive attitudes toward private tutoring and they seek from it to improve their academic achievements. While the test results revealed that supplementary private tutoring is not effective in improving pupils’ EFL learning quality, a fact which validates the present research hypotheses which claim that private supplementary tutoring limits the language learning process and supports the teaching to test approach.