MySci Advisors: Establishing a Peer-Mentoring Program for First Year Science Student Support

Poling, Kirsten R.

doi:10.22329/celt.v8i0.4245

Cited by 4 publications

(1 citation statement)

References 6 publications

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“…The achieved results make it possible to conclude that peer interaction, as an element of the assessment process, positively influences the improvement of the developed skills. It supports the findings of Da Re et al and Poling that prove the significance of the student-tutor interaction realised in the peer tutoring model that provides quicker academic success [65,66]. The provided observational study was founded on a series of activities aimed at the encouragement of first-year student's initiative to face new challenges.…”

Section: Discussionsupporting

confidence: 77%

The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

et al. 2021

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A significant number of studies are devoted to the psychological and social adaptation of students to the educational process at university. This research contributes to the solution of the problem of first-year students’ academic performance in the framework of studying a foreign language by working with monologue speaking tasks. The study offers an analysis of the improvement of academic performance in this particular type of language activity. The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia, and involved 274 first-year students enrolled in undergraduate programs. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The research included the qualitative content analysis of monologue speaking tasks. Results of the study make it possible to conclude that the use of monologue speaking tasks paired with peer interaction and peer assessment can improve first-year students’ English-speaking skills.

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Section: Discussionsupporting

confidence: 77%