Classwide Peer Tutoring for Controlled Grammar Practice Activities in Korean University English Class: Effectiveness and Student Perceptions

• 발행기관: 한국외국어교육학회
• 저자명: Andrew Garth Christopher Irvin
• 간행물 정보: 『Foreign Languages Education』Vol.32 No.1, 79~115쪽, 전체 37쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.03.31

국문 초록

The current study is designed to investigate the use of classwide peer tutoring for controlled grammar practice activities in a university English as a Foreign Language classrooms. In total, this study included 128 Korean university student participants. This research employed a quasi-experimental approach with two distinct groups. Across four different grammar lessons, 67 learner participants experienced classwide peer tutoring, while 59 learner participants experienced the traditional approach to controlled grammar practice activities. In doing so, the effectiveness of the two teaching approaches, as well as student perceptions, were analyzed. The results indicated no difference in the effectiveness between classwide peer tutoring or the traditional approach in the short-term or long-term. Furthermore, the results showed there was no significant difference between lower proficiency students and higher proficiency students. However, the results did indicate students found classwide peer tutoring to be more satisfying, interesting, and comfortable than the traditional approach to controlled grammar practice activities. Implications and classroom suggestions from these findings are included.

목차

Ⅰ. Introduction

Ⅱ. Literature Review

Ⅲ. Research Method

Ⅳ. Results and Discussion

Ⅴ. Conclusion

References

키워드

학급 전체 또래 교수 문법 연습 학습자 인식 효과적인 교육 classwide peer tutoring grammar practice learner perceptions effective teaching