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| 論文名稱 | Effects of Peer Tutoring on Writing in English in the Second-Language Environment: A Hong Kong Case |
| 發表日期 | 2023-05-31 |
| 論文收錄分類 | 其他 |
| 所有作者 | Bertha Du-Babcock & Yao Yao |
| 作者順序 | 第一作者 |
| 通訊作者 | 否 |
| 刊物名稱 | Language and International Studies |
| 發表卷數 | |
| 是否具有審稿制度 | 是 |
| 發表期數 | 27 |
| 期刊或學報出版地國別/地區 | NATTWN-中華民國 |
| 發表年份 | 2022 |
| 發表月份 | 6 |
| 發表形式 | 紙本 |
| 所屬計劃案 | Hong Kong University Grants Committees |
| 可公開文檔 |
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| 可公開文檔 |
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| 可公開文檔 |
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[摘要] :
Abstract
Academic English skills have been challenging for many students in English-medium
universities in Hong Kong. Thus, the high demand for writing assistance has made peer
tutoring an essential alternative to make up for the inadequate teaching resources. Extensive
research on the language use (using both first language L1 and second language L2) in peer
tutoring has laid a solid foundation in improving English writing and communication skills,
yet limited empirical studies are available to examine the effects of peer tutoring in an
English-medium (L2 only) context. The present study analyzes the effects of a writing
consultation project to complement the existing English writing support services offered on
English-medium university campuses. The study employs a triangulated approach in which
a 360-degree monitoring and evaluation mechanism was set up to regulate the progress and
effectiveness of the project at different implementation stages. Findings demonstrate that
peer tutors play a key intermediary role between tutees and course teachers, suggesting that
the project not only met the writing needs of non-native English-speaking students, but also
fostered tutors’ whole personal growth and enhanced the meaningful use of their linguistic
knowledge.
Keywords: Peer Tutoring, Peer Feedback, English as a Second Language, Second-
Language Writing, English for Specific Purposes, Action Research
