Online peer-tutoring: a renewed impetus for autonomous English learning

Bohórquez, Luis Ignacio Herrera; Rodríguez, José David Largo; González, John Jairo Viáfara

doi:10.19183/how.26.2.503

Cited by 9 publications

(6 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Una ganancia adicional es el aumento del vocabulario técnico. Por su parte el tutor par debe poseer ciertos conocimientos sobre los contenidos curriculares, sobre el contexto de los alumnos, sobre las formas de aprender y las dificultades que pueden presentarse en este proceso (Avantes y Salmán, 2012;Cardozo-Ortiz, 2011;Chois-Lenis et al, 2017;Gallego y Riart, 2006;Herrera et al, 2019;Palma-Villavicencio et al, 2019;Valencia et al, 2013). b. Aprender a ser: al mejorar su aprendizaje y superar sus dificultades en la comprensión de los temas, los tutorados mejoran su autoestima y al ganar confianza en sus propias habilidades logran una mejor autorregulación en su proceso de apren-dizaje.…”

Section: Tutoría Y El Desarrollo De Competencias Transversalesunclassified

Tutoría de pares y desarrollo de competencias transversales

Macías Esparza,

Eudave Muñoz,

Rodríguez Ponce

2023

DOCERE

View full text Add to dashboard Cite

Se presenta un estudio de caso realizado en la Universidad Autónoma de Aguascalientes para conocer información sobre la operación del Programa de Tutoría de Pares. En este artículo se muestran los resultados correspondientes a uno de los objetivos del estudio: conocer las competencias que en opinión de tutores par y tutorados se desarrollan gracias a su participación en este proceso. Se corrobora que la tutoría de pares, además de mejorar el rendimiento académico de los alumnos tutorados en las asignaturas de Estadística, favorece el desarrollo de competencias transversales tanto de tutores como de tutorados.

show abstract

Section: Tutoría Y El Desarrollo De Competencias Transversalesunclassified

Tutoría de pares y desarrollo de competencias transversales

Macías Esparza,

Eudave Muñoz,

Rodríguez Ponce

2023

DOCERE

View full text Add to dashboard Cite

show abstract

“…The tutees' 'cognitive dependence' on tutors in the present study highlights a crucial possible downside of peer-assisted learning that is not generally reported in peer teaching programs. Rather than enhancing learners' autonomy among tutees (Bohórquez et al, 2019;Stigmar, 2016), it may also create an easy shortcut for them to fulfill their study tasks. Students' overreliance seemed to have been heightened by the traditional knowledge transmission strategies commonly applied in Indonesia, in which they play a more passive role in learning.…”

Section: Instructional/knowledge Construction Issuesmentioning

confidence: 99%

Peer Teaching to Assist Tertiary EFL Grammar Learning: Indonesian Tutors’ Perceptions of Challenges and Strategies

Murtisari

Puspitasari

Setiamunadi

2020

JLE

View full text Add to dashboard Cite

As an essential language component, grammar plays a crucial role in communication. However, with the need to master various L2 forms within several years and an L1 that has a very different grammatical system from English, many tertiary EFL students find grammar learning challenging. To solve this issue, peer teaching/tutoring can be a very effective way to assist students in improving their grammar. While isolated grammar teaching has its downsides, it is superior in clarifying complex concepts and promoting accuracy. It may help increase students’ grammar competence when combined with other methods as an eclectic approach used in a communicative language program. As grammar tutors play a crucial role in helping their peers, this study examines the challenges they perceive in peer tutoring at the tertiary EFL education level and their strategies for overcoming difficulties. Using interviews to collect data from ten EFL grammar tutors, this qualitative study revealed some issues the tutors faced. Besides identifying problems such as motivating students, preparing the materials, and dealing with less/more proficient students, this research demonstrated that peer teaching might lead to ‘cognitive dependence’ among the lower-level learners. To deal with the various issues, the peer tutors applied practical strategies they had developed mainly from intuition and experience.

show abstract

“…Despite this issue, little attention has been paid specifically to the effects of such tutoring to the students' learning autonomy. Often utilized to reduce drop-out rates (Bohórquez, Rodríguez, & González, 2019;Muller, Shacham, & Herscovitz, 2017), the potentials of peer teaching to promote learner autonomy have yet to be a main concern. Achieving a greater academic outcome is still the main objective with little regards to the role of learner autonomy in its success.…”

Section: Introductionmentioning

confidence: 99%

Effects of Peer Teaching on Grammar Learning: Does It Enhance Learner Autonomy?

Dewantono

Murtisari

2023

LLT Journal

View full text Add to dashboard Cite

Peer teaching, which has been widely applied in the university setting, has been reported to assist language learners. However, there have been concerns that such tutoring, which employs a more able learner to assist lower-level ones, may hinder learner autonomy. Nevertheless, little attention has been paid specifically to this issue. With this in mind, this preliminary qualitative study examines whether or not peer teaching can help foster EFL students’ autonomy in isolated grammar learning (focus on forms) at the tertiary level based on the students’ reports. This study is imperative as peer teaching is often implemented in universities and grammar competence is crucial to effective communication. In addition, besides enhancing the acquisition of grammar competence through noticing, explicit knowledge of grammar is necessary for the student’s future careers as English language professionals. A questionnaire and interviews were used to collect data from 29 survey participants and 11 interviewees, all of whom had just taken grammar courses and joined a peer tutoring program. The students’ responses show that peer teaching can promote their learning autonomy. Most students reportedly performed various activities that enhanced autonomous learning during their peer teaching. In addition, the participants also believed that the teaching method assisted them with their ability to plan, monitor, and evaluate their grammar learning. Here, learning motivation, subject understanding, problem-solving skills, as well as monitoring and evaluating skills were reported to have specifically improved from the tutoring. Despite this positive outcome, peer teaching did not seem to improve the autonomy of some students, especially the less able ones, in the areas of knowledge construction, provision of self-study materials, and frequency of grammar self-study.

show abstract

Online peer-tutoring: a renewed impetus for autonomous English learning

Cited by 9 publications

References 18 publications

Tutoría de pares y desarrollo de competencias transversales

Tutoría de pares y desarrollo de competencias transversales

Peer Teaching to Assist Tertiary EFL Grammar Learning: Indonesian Tutors’ Perceptions of Challenges and Strategies

Effects of Peer Teaching on Grammar Learning: Does It Enhance Learner Autonomy?

Contact Info

Product

Resources

About