| Summary: | 碩士 === 國立中正大學 === 英語教學研究所 === 103 === The current study aims to investigate the peer tutoring in face-to-face and blended learning modes. In the study, four freshmen undergraduate students and four graduate students took part in the study and randomly divided into four dyads. During 12 tutoring sessions in a semester, two dyads completed their tutoring sessions in the face-to-face mode and the other two days finished their tutoring sessions in blended learning mode. In the tutoring sessions, the tutors prepared a number of strategies in the instructions for the tutees to improve their writing proficiency. The tutors and the tutees both completed the SILL questionnaires to understand their performances and perceptions before and after the tutoring project. Data were collected from SILL pre- and post-tests, English pre- and post-writing tasks, worklogs, final reflection paper, and interview data. The findings indicated that the tutees strengthened their awareness of strategy use through learning in the tutoring sessions and the tutors enhanced their awareness of strategy use through teaching in the tutoring sessions. Besides, the tutees not only raised their awareness of strategy use but also improved their writing proficiency. In addition, the tutors not just enhanced their awareness of strategy use but broadened their horizons on teaching. It was suggested that the strategy should be taught directly to the learners to enhance their second language learning, and the learners could better their knowledge through teaching.
|
|---|
