International on-line reciprocal peer tutoring to promote modern language development in primary schools

Thurston, Allen; Durán, David; Cunningham, Erika; Blanch, Sílvia; Topping, Keith J.

doi:10.1016/j.compedu.2009.03.005

Cited by 33 publications

(17 citation statements)

References 40 publications

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“…The significant advance it produces in fl writing and the motivation it causes in the participants towards fl work after a very short intervention, even under unfavorable conditions, speak for its potential for exploitation as a learning environment. The fact that the students spoke about the mechanics of writing in the interviews seems to indicate that they have all developed their metalinguistic skills, a common outcome of tandem interactions (Thurston et al, 2009). The principle of autonomy of tandem exchanges resulted in enhanced academic skills and metacognitive strategies for these learners, such as analysing their language learning process and recognizing different ways in which their own languages work.…”

Section: Discussionmentioning

confidence: 99%

“…This form of tutoring often relies on structured academic activity and has been found to increase language development (Fantuzzo & Ginsburg-Block, 1998). It is also likely to increase student self-confidence and positive attitudes towards the fl (Thurston, Duran, Cunningham, Blanch, & Topping, 2009), as it is based on the principles of autonomy and reciprocity (Brammerts, 1996).…”

Section: Introductionmentioning

confidence: 99%

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Language Learning Shifts and Attitudes Towards Language Learning in an Online Tandem Program for Beginner Writers

Tolosa

Ordóñez

Guevara

2017

PROFILE

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We present findings of a project that investigated the potential of an online tandem program to enhance the foreign language learning of two groups of school-aged beginner learners, one learning English in Colombia and the other learning Spanish in New Zealand. We assessed the impact of the project on students' learning with a free writing activity done as pretest and posttest and used a semi-structured interview to explore their attitudes towards language learning and their perceived development of their native language. Data analysis indicated statistically significant gains in foreign language writing and positive attitudinal changes toward foreign and native language learning. Key words:Computer mediated communication, foreign language writing, language learning shifts, tandem language learning. Presentamos los resultados de un proyecto que investigó el potencial de un programa de comunicación virtual tándem para mejorar el aprendizaje de lengua extranjera de dos grupos de adolescentes jóvenes principiantes, uno en Colombia en el aprendizaje de inglés y otro en Nueva Zelanda en el aprendizaje de español. Evaluamos escritura libre como pretest y postest para determinar el impacto del proyecto en el aprendizaje de cada lengua, y con una entrevista semiestructurada exploramos las actitudes de los estudiantes hacia sus clases de lenguas y su percepción del desarrollo de su lengua madre. El análisis de los datos arrojó ganancias estadísticamente significativas en la escritura en cada lengua extranjera y cambios positivos en actitudes hacia el aprendizaje de la lengua extranjera y la materna.Palabras clave: aprendizaje de lenguas en tándem, cambios lingüísticos, comunicación mediada por computador, escritura en lengua extranjera.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Language Learning Shifts and Attitudes Towards Language Learning in an Online Tandem Program for Beginner Writers

Tolosa

Ordóñez

Guevara

2017

PROFILE

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“…They suggest that teachers need to ensure that learners have the required ability to provide adequate feedback. Finally, Thurston Duran, Cunningham, Blanch & Topping (2009) set up reciprocal peer tutoring in a managed online environment between elementary aged learners of English as FL in Spain and learners of Spanish as FL in Scotland. Analysis of the peers' error corrections suggested that these were mainly focused on morphosyntactic aspects of the messages, with the peer support based on providing the right answer.…”

Section: Corrective Feedbackmentioning

confidence: 99%

Online Peer Feedback in Beginners’ Writing Tasks

Tolosa¹,

East²,

Villers³

2013

IALLT Journal

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This study contributes to the body of research that aims to understandthe relationship between online communication and foreign language(FL) learning, in particular when teachers seek to provide authenticopportunities for interaction for their learners. The study wasmotivated by efforts made in the New Zealand context to overcome thegeographic limitations of interaction between FL learners and nativespeakers. We report on the findings of an exploratory study into anonline reciprocal peer tutoring program established to enhance the FLlearning of a group of beginner eleven-year old students of Spanish,with particular focus on the benefits of written corrective feedback. Theproject aimed to examine the processes by which students tutored eachother in the online environment as they responded to each other’s texts.The analysis of the students’ messages focused on (1) the aspects oflanguage corrected by the tutors, (2) the frequency with which tutorsaccurately identified and provided input on errors, (3) the types offeedback provided by the tutors, and (4) what the learners did with thecorrections and feedback. The findings indicate that the students werewilling to contribute to peer correction and used different strategiesand correction techniques to foster attention to linguistic form,although they were not always capable of providing accurate feedbackor metalinguistic explanations.

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“…Such a model reflects the belief that how people feel about themselves is dependent on two sets of judgments: whether they see themselves as worthwhile people who are accepted by others and lead a good life (feelings of self‐worth); and evaluations of competence in a set of domains considered important to them (judgments of self‐competence). Recently, this model has been employed in studies in higher education (e.g., Tafarodi & Milne, 2002; Tafarodi & Swann, 2001), health‐related research (e.g., Sassaroli & Ruggiero, 2005; Surgenor, Maguire, Russell, & Touyz, 2006), pedagogical studies in primary classrooms (Miller & Lavin, 2007; Miller & Moran, 2007), and in theoretical analyses of other aspects of school life (Jindal‐Snape & Miller, 2008; Miller & Daniel, 2007).…”

Section: Self‐esteemmentioning

confidence: 99%

Peer tutoring in reading: The effects of role and organization on two dimensions of self‐esteem

Miller

Topping

Thurston

2010

Brit J of Edu Psychol

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The findings provide further support for the belief that PR can enhance self-esteem. Importantly, the use of a two-dimensional model provides extra information about self-perceptions in PR contexts: first, the central role of self-competence; and second, the gains in self-worth which are associated with tutoring younger children (but not same-age peers). This new information has educational significance for schools considering the potential of peer tutoring and the benefits of different organizational conditions.

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International on-line reciprocal peer tutoring to promote modern language development in primary schools

Cited by 33 publications

References 40 publications

Language Learning Shifts and Attitudes Towards Language Learning in an Online Tandem Program for Beginner Writers

Language Learning Shifts and Attitudes Towards Language Learning in an Online Tandem Program for Beginner Writers

Online Peer Feedback in Beginners’ Writing Tasks

Peer tutoring in reading: The effects of role and organization on two dimensions of self‐esteem

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