The Effects of Cross-age Peer Tutoring on English Learning Performance of Taiwanese Elementary School Students

Abstract

Cross-age peer tutoring is not a new notion but has not yet been extensively used in Taiwan. Therefore, this study aims to investigate the impacts of the cross-age peer tutoring program on the Taiwan EFL English learners' performance and attitude toward English learning, and further to probe into the feedback from the tutors and tutees to the program. This study was a quasi-experimental study, in which participants were ten 3rd-grade English low achievers who needed remedial instruction and ten higher graders who performed well in English learning and volunteered to engage in the experiment. During the intervention of the experiment, the ten 3rd-grade tutees received the cross-age peer tutoring program three times per week for twelve weeks, 120 minutes per week. Research data were collected through the pretest and posttest of English learning performance, attitude questionnaires, and individual interviews. Data were analyzed with descriptive statistics and paired-sample t-test. The study results suggested that cross-age peer tutoring could facilitate tutees' English learning performance significantly and could promote tutees' English learning attitude effectively. Furthermore, cross-age peer tutoring could help the tutors obtain higher English proficiency and enhance their self-concept in English learning. Finally, based on the findings, some suggestions for pedagogical implications and future studies are proposed.



Author Information
Ying-Yuan Huang, Municipal University of Education, Taiwan

Paper Information
Conference: ACAH2013
Stream: Arts & Humanities

This paper is part of the ACAH2013 Conference Proceedings (View)
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