How Peer Tutoring and Peer Tutor Training Influence Korean EFL Students’ Writing

다국어 초록 (Multilingual Abstract)

This study investigates the effect of peer tutoring and peer tutor training program on Korean university students’ EFL writing. Six tutors and twelve tutees have participated in the experiment. The tutors were divided into untrained and trained groups each of which was assigned to teach six tutees. The three peer tutors in the experimental group received training on how to give peer tutoring. After the pre-test, the tutees wrote series of drafts on three topics and received written feedback from their peer tutors via email. The results of the post-test showed improvement in writing scores in both groups. The tutees in the trained peer tutor group, however, showed much greater improvement. Their improvement was also more consistent, and the score differences between the two groups increased over time. Analysis of the peer tutors’ written feedback indicated that the trained tutors focused more on the higher order concerns in writing than the untrained ones did. In the questionnaire all tutees responded positively to the peer tutoring experience. The results indicate that peer tutor training programs may have beneficial effects on Korean university students’ writing abilities especially in the elements of higher order concerns.

목차 (Table of Contents)

• "Ⅰ. INTRODUCTION
• Ⅱ. LITERATURE REVIEW
• Ⅲ. RESEARCH METHODS
• Ⅳ. RESULTS AND DISCUSSION
• Ⅴ. CONCLUSION AND IMPLICATIONS
• REFERENCES