Abstract as per original application
(English/Chinese): |
In many non-English-speaking contexts, English has the highest demand in supplementary tutoring since it is usually the most challenging subject, particularly among underprivileged students (i.e., those in poverty) who lack English learning resources. As paid supplementary tutoring continues to widen achievement gaps and exacerbate educational inequalities, more non-governmental organisations (NGOs) worldwide have offered fee-free one-on-one supplementary tutoring for underprivileged students to support their out-of-school English learning. However, challenges in recruiting and retaining volunteer tutors persist, resulting in some students frequently losing their tutors, and many waiting to be allocated one. To address this issue, some NGOs in Hong Kong have provided free technology-enabled English supplementary tutoring (TEST) powered by artificial intelligence (AI) (e.g., avatar tutors, AI-generated exam questions) for underprivileged students' self-learning as they lack access to human tutors. Whether TEST can facilitate underprivileged students' English learning and ultimately serve as an equaliser for educational opportunities largely depends on students' agency. This study aims to understand underprivileged students' experience in TEST and identify elements that afford and constrain their exercise of agency in the complex English learning process.
Recognising the multifaceted, emergent, and context-dependent nature of learner agency, this study will adopt Complex Dynamic Systems Theory as the theoretical framework. It will employ a narrative inquiry approach, involving 24 Hong Kong underprivileged secondary school students participating in TEST provided by three NGOs. Data collection will span one year and include three rounds of in-depth interviews, reflective journals, informal conversations, system interaction logs, field observations, and interviews with parents and tutors. The collection of multiple data allows for an in-depth exploration of students' experiences to identify and capture their dynamic agency development over time. Aligned with narrative inquiry principles, data analysis will follow an iterative, emergent, and interpretative process, attending to temporality, sociality, and place.
The findings will inform the design and implementation of technology-enabled educational interventions that facilitate language learning. By providing insights into how underprivileged students navigate and utilise TEST, this study can guide educators, policymakers, and EdTech developers in creating more inclusive and empowering learning environments. Furthermore, the focus on learner agency in this context represents a novel effort to understand how language learning can mediate individuals' growth as human beings who claim control over and ownership of language learning in complex, dynamic and technology-enhanced environments. Ultimately, this research aims to contribute to promoting equal educational opportunities for all in the increasingly digital and technology-driven educational landscape.
在眾多非英語語境中，由於英語通常是學習難度最高的科目，尤其對缺乏英語學習資源的基層學生而言，補習需求最為迫切。鑑於付費補習持續擴大學業差距並加劇教育不平等，全球越來越多非政府組織開始為基層學生提供免費一對一補習，以支援其校外英語學習。然而義務補習導師的招募與留任仍存挑戰，導致部分學生頻繁更換導師，更多學生則苦候分配。為解決此困境，香港部分非政府組織運用人工智能技術（如虛擬導師、人工智能生成試題），為無法獲得真人指導的基層學生提供免費科技輔助英語補習），供其自主學習。此類科技輔助能否有效促進基層學生的英語學習，並最終成為教育機會的平等化工具，關鍵在於學生的能動性實踐。
本研究旨在探究基層學生參與科技輔助英語補習的經歷，並辨識在複雜英語學習過程中促進或限制其能動性發揮的要素。基於學習者能動性具多維度、湧現性及情境依賴等特質，本研究採用複雜動態系統理論作為框架，透過敘事探究追蹤三個非政府組織旗下24名參與科技輔助英語補習的香港基層中學生。資料蒐集為期一年，包含三輪深度訪談、反思日誌、非正式對話、系統互動紀錄、實地觀察，以及家長與導師訪談。多重數據的匯集將深入探索學生經歷，動態捕捉其能動性發展軌跡。依循敘事探究原則，資料分析採取迭代、湧現式詮釋過程，並關注時間性、社會性與空間性三重維度。
研究結果將為促進語言學習的科技教育介入方案提供設計與實施依據。透過揭示基層學生如何駕馭與運用科技輔助補習，本研究可引導教育工作者、政策制定者及教育科技開發者建構更具包容性與賦權效能的學習環境。此外，聚焦此情境中的學習者能動性，開創性地探索語言學習如何促進個體成長，使學習者在複雜動態的科技增強環境中，實現對語言學習的主導權與自主性。最終，本研究致力於在日益數位化與科技驅動的教育圖景中，推動全民教育機會平等的實踐。
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