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Navigating language learning choices: How Chinese students adapt out-of-school English learning choices in a constrained EFL context
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DOI：10.1016/j.system.2026.104107.png)
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Abstract
En 中文
Out-of-school language learning, a crucial supplement to formal schooling, is shaped by many sociopolitical factors, such as macro-level policies that determine the availability of language resources. China's ongoing Double Reduction Policy (DRP) has substantially reduced English private tutoring (EPT), reshaping out-of-school language learning landscapes. While existing research has largely examined impacts on the supply side (tutors and institutions), the decision-making processes governing students' strategic adaptations, i.e., the demand side, remain relatively understudied. Extending the Rational Choice Theory, this study constructs a four-dimensional analytical framework: 1) social origin, 2) English academic performance, 3) subjective utility-risk evaluations, and 4) policy attitudes, to investigate the statistical associations between these factors and out-of-school English learning choices, and their implications for educational inequity.
Keywords:
Out-of-school language learning
English private tutoring
Language policy constraints
Rational choice theory
Double reduction policy
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