کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
348539 618192 2013 7 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Paradoxical effects of feedback in international online reciprocal peer tutoring
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
پیش نمایش صفحه اول مقاله
Paradoxical effects of feedback in international online reciprocal peer tutoring
چکیده انگلیسی

This paper reports an online reciprocal peer tutoring project for improving language competence in Spanish and English. Students aged 9–12 years from Scotland and Catalonia were matched to act as tutors in their own language and as tutees in a modern foreign language. Students were intended to improve both their first language (through helping the tutee) and a modern language (with their tutor's help). The methodology combined a quasi-experimental design and a qualitative analysis of texts. For Catalan students, pre-post test results indicated statistically significant improvements in reading comprehension (while acting as tutors) and writing (while acting as tutees). Scottish students improved only their writing (acting as tutees). Analysis of the texts showed that when more support was given, the tutor had more learning opportunities, but then there were fewer opportunities for the tutee, and vice versa. Thus the tutee learned more with less elaborated feedback, leading to fewer opportunities for tutor improvement. This paradox could be resolved by adjusting the scaffolding support given by tutors, to create a balanced interactive learning context for both members of the pair.


► An online reciprocal peer tutoring project for Spanish and English improvement.
► Involving students aged 9–12 years from Scotland and Catalonia.
► When more tutor support was given, the tutor had more learning opportunities.
► Tutees learned more with less elaborated feedback.
► This paradox could be resolved by adjusting the scaffolding support.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 61, February 2013, Pages 225–231
نویسندگان
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