Abstract

The paper reports data from an on-line peer tutoring project. In the project 78, 9–12-year-old students from Scotland and Catalonia peer tutored each other in English and Spanish via a managed on-line environment. Significant gains in first language (Catalonian pupils) modern language (Scottish pupils) and attitudes towards modern languages (both Catalonian and Scottish pupils) were reported for the experimental group as compared to the control group. Results indicated that pupils tutored each other in using Piagetian techniques of error correction during the project. Error correction provided by tutors to tutees focussed on morph syntaxys, more specifically the correction of verbs. Peer support provided via the on-line environment was predominantly based on the tutor giving the right answer to the tutee. High rates of impact on tutee corrected messages were observed. The implications for peer tutoring initiative taking place via on-line environments are discussed. Implications for policy and practice are explored.

Citation

Thurston, A., Duran, D., Cunningham, E., Blanch, S. & Topping, K. (2009). International on-line reciprocal peer tutoring to promote modern language development in primary schools. Computers & Education, 53(2), 462-472. Elsevier Ltd. Retrieved August 8, 2024 from https://www.learntechlib.org/p/166921/.

Keywords

• children
• computer-mediated communication
• Control Groups
• Cooperative/collaborative learning
• elementary education
• english
• Error Correction
• Experimental Groups
• Foreign Countries
• improving classroom teaching
• Language Acquisition
• Modern Languages
• Morphology (Languages)
• Peer Teaching
• Piagetian Theory
• second language learning
• Spanish
• students
• Syntax
• Teaching/Learning Strategies
• tutoring
• Verbs