Tutors’ and Tutees’ Behaviors, Attitudes, and Perspectives Regarding EFL Peer Tutoring in Higher Education in Mexico
This article reports on the findings of a mixed methods research study on tutors’ and tutees’ behaviors and attitudes during the tutoring sessions and their perceptions about English language peer tutoring at a bilingual, international, and sustainable university in central Mexico. Observation, peer...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2021 |
| País: | México |
| Recursos: | Benemérita Universidad Autónoma de Puebla |
| Repositório: | Redalyc-BUAP |
| OAI Identifier: | oai:redalyc.org:169268200011 |
| Acesso em linha: | https://www.redalyc.org/articulo.oa?id=169268200011 https://www.redalyc.org/journal/1692/169268200011/ https://www.redalyc.org/journal/1692/169268200011/html/ https://www.redalyc.org/journal/1692/169268200011/169268200011.epub https://www.redalyc.org/journal/1692/169268200011/movil |
| Access Level: | Acceso aberto |
| Palavra-chave: | Educación peer tutoring higher education English language learning |
| Resumo: | This article reports on the findings of a mixed methods research study on tutors’ and tutees’ behaviors and attitudes during the tutoring sessions and their perceptions about English language peer tutoring at a bilingual, international, and sustainable university in central Mexico. Observation, peer assessment, and semistructured interviews results suggest that tutees and tutors asked and answered questions and had a positive attitude towards error correction in almost all the sessions. Likewise, they reveal that participants clarified doubts, seemed motivated, motivated their peers, and had a constructive attitude towards teaching and learning from a peer most of the time during the tutoring. Furthermore, results indicate that the participants were positive about the experience, the sessions, their peers, and the influence in their learning. |
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