Peer tutoring for EFL learning: a multidimensional analysis of elementary school students

• Authors: Kate Tzu-Ching Chen , Alison Yi-Chen Tsai

Abstracts

EN

This study investigated dimensions of academic performance, learning motivation and learning attitudes by adapting peer tutoring as the major EFL classroom activities in an elementary school classroom. Exams, classroom observation, exit survey and comments after each class were administered as the source of research data. Results indicated that peer tutoring has a positive effect on tutors’ and tutees’ academic performance due to the increase in students’ grades. Students’ learning motivation and attitudes toward EFL learning also increased significantly. On the whole, the use of peer tutoring significantly contributed to better English ability, motivation and attitude.

Keywords

EN

peer tutoring; EFL academic achievement; learning motivation; attitude; elementary school students; Taiwan

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2015
• Volume: 40
• Pages: 189-200

Dates

published

2015

Contributors

author

Kate Tzu-Ching Chen

author

Alison Yi-Chen Tsai

References

• Brannagan, K.B., Dellinger, A., Thomas, J., Mitchell, D., Lewis-Trabeaux, S., & Dupre.
• S. (2013). Impact of peer teaching on nursing students: Perceptions of learning environment, self-efficacy, and knowledge. Nurse Education Today, 33 (11), 1440-1447.
• Carreira, J.M. (2006). Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal, 28(2), 135-157.
• Clément, R., Dörnyei, Z., & Noels, K.A. (1994). Motivation, self-confidence, and group Cohesion in the foreign language classroom. Language Learning, 44 (3), 417-448.
• Dörnyei, Z. (1994). Understanding L2 motivation: on with the challenge! The Modern Language Journal, 78 (4), 515-523.
• Fantuzzo, J.W., Polite, K., & Grayson, N. (1990). An evaluation of reciprocal peer tutoring across elementary school settings. Journal of School Psychology, 28, 309-323.
• Goodlad, S., & Hirst, B. (1989). Peer tutoring: A guide to learning by teaching. London: Kogan Page Ltd.
• Grubbs, N., & Boes, S.R. (2009). An action research study of the effectiveness of the peer tutoring program at one suburban middle school. Georgia School Counsellors Association Journal, 16 (1), 21-31.
• Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32, 3-19.
• Masgoret, A.-M., & Gardner, R.C. (2003). Attitudes, motivation, and second language learning: a meta-analysis of studies conducted by Gardner and Associates. Language Learning, 53, 123-163.
• Mynard, J., & Almarzouqi, I. (2006). Investigating peer tutoring. ELT Journal, 60, 13-22.
• Penn, S. (2012). What Are the Benefits of Tutoring to Elementary School Children? Elementary School Tutors. Retrieved 3/23/2015, from http://www.ehow.com/list_6401375_benefits-tutoring-elementary-school-children_html
• Roscoe, R.D., & Chi, M.T.H. (2008). Tutor learning: The role of explaining and responding to questions. Instructional Science, 36 (4), 321-350.
• Tucker, C.M., Zayco, R.A., & Herman, K.C. (2002). Teacher and child variables as predictors of academic engagement among low-income African American children. Psychology in the Schools, 39 (4), 477-488.
• Vacilotto, S., & Cummings, R. (2007). Peer coaching in TEFL/TESL programmes. ELT Journal, 61 (2), 153-160.
• Wang, J.H.-Y., & Guthrie, J.T. (2004). Modelling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39 (2), 162-186.
• Wood, D., & Wood, H. (1996). Vygotsky, tutoring and learning. Oxford Review of Education, 22 (1), 5-16.
• Zimmerman, B.J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82 (1), 51-59.

Identifiers

DOI

10.15804/tner.2015.40.2.16

Biblioteka Nauki

2012203