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Tutors’ and Tutees’ Behaviors, Attitudes, and Perspectives Regarding EFL Peer Tutoring in Higher Education in Mexico
Comportamientos, actitudes y perspectivas de tutores y tutorados hacia la tutoría entre pares en un contexto de inglés como lengua extranjera en educación superior en México
DOI:
https://doi.org/10.15446/profile.v23n2.87744Keywords:
English language learning, higher education, peer tutoring (en)aprendizaje del inglés, educación superior, tutoría entre pares (es)
This article reports on the findings of a mixed methods research study on tutors’ and tutees’ behaviors and attitudes during the tutoring sessions and their perceptions about English language peer tutoring at a bilingual, international, and sustainable university in central Mexico. Observation, peer assessment, and semistructured interviews results suggest that tutees and tutors asked and answered questions and had a positive attitude towards error correction in almost all the sessions. Likewise, they reveal that participants clarified doubts, seemed motivated, motivated their peers, and had a constructive attitude towards teaching and learning from a peer most of the time during the tutoring. Furthermore, results indicate that the participants were positive about the experience, the sessions, their peers, and the influence in their learning.
Este artículo reporta los resultados de una investigación de métodos mixtos sobre el comportamiento y la actitud de tutores y tutorados durante las sesiones de tutoría y sus percepciones sobre la tutoría entre pares para el aprendizaje del idioma inglés en una universidad tecnológica bilingüe, internacional y sustentable en el centro de México. Los resultados obtenidos mediante observaciones, evaluación de pares y entrevistas semiestructuradas sugieren que los tutorados y tutores realizaron y respondieron preguntas y estuvieron dispuestos a corregir errores en casi todas las sesiones, así como, que los participantes aclararon dudas, parecían motivados, motivaron a sus compañeros y tuvieron una actitud positiva hacia la enseñanza y aprendizaje entre pares, la mayor parte del tiempo durante las tutorías. Además, los resultados indican que los participantes apreciaron positivamente la experiencia, las sesiones, a sus compañeros y la influencia en su aprendizaje.
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