Peer Tutoring Effects on Omani Students’ English Self-Concept

Abstract

Based on the social cognitive learning theory (1997), peer learning can be viewed as an effective way of enhancing learning. In this study, peer tutoring, a form of peer learning, was examined. The current study investigated the influence of a peer tutoring program implemented at Sultan Qaboos University on students' English self-concept. 125 Omani university students participated in the study. The Students English Self-Concept Scale (SESCS) and the Tutorial Programs Factors Scale (TPFS) were utilized to collect the data. The findings demonstrated that peer tutoring has a positive influence on English self-concept. Three tutorial program factors were found to positively predict English self-concept. Implications for EFL teachers, and recommendations for future research were discussed.

Emotional and cognitive effects of peer tutoring among secondary school mathematics students

“…[59] and Flores and Duran [60] in reading skills, and by Alrajhi and Aldhafri [61] in learning English, which also showed that peer tutoring had positive effects on students'…”

Effects of peer tutoring on middle school students’ mathematics self-concepts

“…Previous meta-analyses in the field by Ginsburg-Block, Rohrbeck, and Fantuzzo (2006) [51] and Ullah, Tabassum, and Kaleem (2018) [52] noted that peer tutoring usually has a positive impact on students' self-concepts, but the significance of the effect has yet to be proven. During the last several years, the latest studies of peer tutoring and students' self-concepts in reading [53], writing [54], English as a foreign language [55], physical education [56], physics [57], and chemistry [58] are promising but far for from being conclusive.…”

¿Cómo se conceptualizan las ayudantías? La voz de las personas tutoras universitarias

“…En diferentes estudios las ayudantías son percibidas, desde el estudiantado, como fuente de evaluación continua que permite la construcción de sus productos, y mejora de habilidades (Alrajhi y Aldhafri;2015;Malm, Bryngfors y Mörner, 2015). En otros, se explicitan incrementos en el rendimiento académico medido en notas, así como la identidad del estudiantado con la disciplina enseñada (Lindsay, Carlsen, Boaz, y Marshall, 2017;Philipp, Tretter y Rich, 2016b;Sari et al, 2017).…”

“…Otros estudios, relevan características distintivas al querer definir a una persona ayudante accesible y como un apoyo al aprendizaje. El entusiasmo que muestra sobre la materia y la enseñanza (Alrajhi y Aldhafri, 2015), o bien, el ser un comunicador efectivo, flexible y de mente abierta en las ayudantías, establecer buenas relaciones al interior del grupo, con conocimientos tecnológicos, con capacidad para proveer retroalimentación inmediata del trabajo, tanto como tener conocimiento del contenido del curso (Filz y Gurung, 2013). Características relevantes si se piensa en cómo elegir ayudantes o bien, en cómo capacitarlos.…”