An Action Research of Peer Tutoring as Teaching Aid Strategy for English Classes in a Junior High School

• Main Authors: Hsin-hsiao Lin, 林欣曉
• Other Authors: Chuei-ching Lu
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/52801189175310755729

碩士 === 國立臺中教育大學 === 課程與教學研究所 === 98 === The purpose of this study is to explore the effect of the Junior high school students’ English learning achievement and learning adaptation by applying Peer Tutoring to English classes. Eight students in a public junior high school of central Taiwan was assigned as the experimental object. The quantified and qualified analyses are used to examine on their English learning achievement and learning adaptation. Following are the main findings of this study. 1. Peer tutoring was effective in enhancing students’ English learning achievement. 2. Peer tutoring was effective in enhancing students’ learning adaptation, including the learning methods, the learning habits, the learning attitudes and psychological adaptation. 3. By providing repeated assistance to students immediately, peer tutoring not only enhances the achievement of students in English learning but also improves students’ learning adjustment. Peer tutoring is indeed an effective strategy for teaching aids. According to the conclusions of this study, the relevant recommendations were made to the applications of peer tutoring in junior high school for teachers and the consultations on the future related researches.