The Impact of Peer Tutoring in a University Language Classroom
Abstract
As part of a community of practice project evaluating university students’ attainment of the Hong Kong Baptist University graduate attributes, peer tutoring as a pedagogical approach has been incorporated into a general English course to consolidate the grammar
knowledge of adult learners of English. This article reports the students’ perception of the impact of this exercise on their learning effectiveness and attainment of some of the graduate attributes that the language course attempted to cultivate in students. Evidence is based on students’ feedback collected from surveys and focus group interviews over a period of one year. It gives insights into the general effectiveness of the selected form of peer tutoring in helping students attain important life skills. It also highlights key factors that contribute to successful implementation of this pedagogy.
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