| Summary: | 碩士 === 國立中山大學 === 外國語文學系研究所 === 107 === To enhance students’ second language learning in English, many universities have established English language learning centers and tutorial services that provide a supportive English learning environment for students. This study aimed to investigate how English language learners (ELLs) perform learner agency in peer tutoring services. Based on van Lier’s (2008) theoretical framework of learner agency, it explored 1) ELLs’ learning focuses in peer tutoring services; 2) ELLs’ negotiation in peer tutoring services; 3) ELLs’ perceptions of peer tutors.
This research used a case study for its study design and focused on two ELLs who regularly participated in peer tutoring services. Data collections included interviews, field observations, and documents (e.g., teaching materials). The research applied the constant comparison method and analyzed the two participants’ previous educational backgrounds, English learning focuses, perceptions of English, experiences in peer tutoring services, their opinions on peer tutoring services and the peer tutors. While the researcher primarily analyzed the interview data, the other data were used as supplementary to support the study findings.
Three major findings were reported in this study. First, ELLs’ previous educational backgrounds, perceptions of English, socio-culture experiences, perception of “others”, academic fields, and situated contexts can all play a role in ELLs’ construction and shifts of language learning focus. Second, ELLs negotiate with different factors while participating in peer tutoring services. These factors can include tutoring formats, tutors’ English ability, social language, space to talk, and etc. Third, peer tutors play various roles in peer tutoring services (e.g. consultant, mentor of interpersonal relationship, model of social language, and etc.). Future research could continue to explore the role social language plays in peer tutoring services as well as factors that can influence space to talk.
Based on the findings of this research, four pedagogical implications are suggested. First, it would be useful for peer tutors to demonstrate the ability of daily conversation and the knowledge of colloquial English during peer tutorial services. Second, to benefit tutees who have inferior English ability, peer tutors are suggested to prepare their own teaching materials and provide directions and clear topics to lead the tutees in the tutorial sessions. Third, it is important for peer tutors to provide a space or create opportunities for tutees to talk and apply what they have learned. Finally, peer tutors are encouraged to listen to their tutees during the tutorial sessions, paying attention to tutees’ thoughts and stories.
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