Paradoxical effects of feedback in international online reciprocal peer tutoring

This paper reports an online reciprocal peer tutoring project for improving language competence in Spanish and English. Students aged 9–12 years from Scotland and Catalonia were matched to act as tutors in their own language and as tutees in a modern foreign language. Students were intended to impro...

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Detalles Bibliográficos
Autores: Topping, K.J., Dehkinet, R., Blanch, S., Corcelles-Seuba, Mariona, Duran, David
Tipo de recurso: artículo
Fecha de publicación:2012
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:20.500.14342/4021
Acceso en línea:http://hdl.handle.net/20.500.14342/4021
https://doi.org/10.1016/j.compedu.2012.10.002
Access Level:acceso abierto
Palabra clave:Tutoria entre iguals
Anglès -- Ensenyament
Castellà -- Ensenyament
Educació comparada
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repository_id_str
spelling Paradoxical effects of feedback in international online reciprocal peer tutoringTopping, K.J.Dehkinet, R.Blanch, S.Corcelles-Seuba, MarionaDuran, DavidTutoria entre igualsAnglès -- EnsenyamentCastellà -- EnsenyamentEducació comparadaThis paper reports an online reciprocal peer tutoring project for improving language competence in Spanish and English. Students aged 9–12 years from Scotland and Catalonia were matched to act as tutors in their own language and as tutees in a modern foreign language. Students were intended to improve both their first language (through helping the tutee) and a modern language (with their tutor’s help). The methodology combined a quasi-experimental design and a qualitative analysis of texts. For Catalan students, pre-post test results indicated statistically significant improvements in reading comprehension (while acting as tutors) and writing (while acting as tutees). Scottish students improved only their writing (acting as tutees). Analysis of the texts showed that when more support was given, the tutor had more learning opportunities, but then there were fewer opportunities for the tutee, and vice versa. Thus the tutee learned more with less elaborated feedback, leading to fewer opportunities for tutor improvement. This paradox could be resolved by adjusting the scaffolding support given by tutors, to create a balanced interactive learning context for both members of the pair.info:eu-repo/semantics/acceptedVersionElsevierUniversitat Ramon Llull. Facultat de Psicologia, Ciències de l'Educació i de l'Esport Blanquerna2012info:eu-repo/semantics/article11http://hdl.handle.net/20.500.14342/4021https://doi.org/10.1016/j.compedu.2012.10.002reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésComputers & Education, 2012, 61, 225-231.© ElsevierAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:20.500.14342/40212026-05-29T05:05:01Z
dc.title.none.fl_str_mv Paradoxical effects of feedback in international online reciprocal peer tutoring
title Paradoxical effects of feedback in international online reciprocal peer tutoring
spellingShingle Paradoxical effects of feedback in international online reciprocal peer tutoring
Topping, K.J.
Tutoria entre iguals
Anglès -- Ensenyament
Castellà -- Ensenyament
Educació comparada
title_short Paradoxical effects of feedback in international online reciprocal peer tutoring
title_full Paradoxical effects of feedback in international online reciprocal peer tutoring
title_fullStr Paradoxical effects of feedback in international online reciprocal peer tutoring
title_full_unstemmed Paradoxical effects of feedback in international online reciprocal peer tutoring
title_sort Paradoxical effects of feedback in international online reciprocal peer tutoring
dc.creator.none.fl_str_mv Topping, K.J.
Dehkinet, R.
Blanch, S.
Corcelles-Seuba, Mariona
Duran, David
author Topping, K.J.
author_facet Topping, K.J.
Dehkinet, R.
Blanch, S.
Corcelles-Seuba, Mariona
Duran, David
author_role author
author2 Dehkinet, R.
Blanch, S.
Corcelles-Seuba, Mariona
Duran, David
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Universitat Ramon Llull. Facultat de Psicologia, Ciències de l'Educació i de l'Esport Blanquerna
dc.subject.none.fl_str_mv Tutoria entre iguals
Anglès -- Ensenyament
Castellà -- Ensenyament
Educació comparada
topic Tutoria entre iguals
Anglès -- Ensenyament
Castellà -- Ensenyament
Educació comparada
description This paper reports an online reciprocal peer tutoring project for improving language competence in Spanish and English. Students aged 9–12 years from Scotland and Catalonia were matched to act as tutors in their own language and as tutees in a modern foreign language. Students were intended to improve both their first language (through helping the tutee) and a modern language (with their tutor’s help). The methodology combined a quasi-experimental design and a qualitative analysis of texts. For Catalan students, pre-post test results indicated statistically significant improvements in reading comprehension (while acting as tutors) and writing (while acting as tutees). Scottish students improved only their writing (acting as tutees). Analysis of the texts showed that when more support was given, the tutor had more learning opportunities, but then there were fewer opportunities for the tutee, and vice versa. Thus the tutee learned more with less elaborated feedback, leading to fewer opportunities for tutor improvement. This paradox could be resolved by adjusting the scaffolding support given by tutors, to create a balanced interactive learning context for both members of the pair.
publishDate 2012
dc.date.none.fl_str_mv 2012
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/20.500.14342/4021
https://doi.org/10.1016/j.compedu.2012.10.002
url http://hdl.handle.net/20.500.14342/4021
https://doi.org/10.1016/j.compedu.2012.10.002
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Computers & Education, 2012, 61, 225-231.
dc.rights.none.fl_str_mv © Elsevier
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © Elsevier
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 11
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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