Author: Kate Tzu-Ching Chen
Author: Alison Yi-Chen Tsai
Year of publication: 2015
Source: Show
Pages: 189-200
DOI Address: https://doi.org/10.15804/tner.2015.40.2.16
PDF: tner/201502/tner20150216.pdf

This study investigated dimensions of academic performance, learning motivation and learning attitudes by adapting peer tutoring as the major EFL classroom activities in an elementary school classroom. Exams, classroom observation, exit survey and comments after each class were administered as the source of research data. Results indicated that peer tutoring has a positive effect on tutors’ and tutees’ academic performance due to the increase in students’ grades. Students’ learning motivation and attitudes toward EFL learning also increased significantly. On the whole, the use of peer tutoring significantly contributed to better English ability, motivation and attitude.

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