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Abstract
This study investigated the effect of peer tutoring on college EFL grammar learning in Korea. This study examined the effectiveness of peer tutoring activities to the relatively low proficiency level of EFL college learners, their perception on CLA, and satisfaction of their peers as tutors or tutees in class. The results of this study indicate that learners improved their grammar knowledge and benefited from their roles as tutors and tutees. The data of a questionnaire survey also showed students' positive perception of peer tutoring, but there were some gender and role differences on the perception of CL A. This study also discusses pedagogical implications and suggestions for further study.
Keywords: Cooperative Learning Activities (CLA), Peer tutoring, Learner's perception. Roles as tutors and tutees, Gender differences.
1.Introduction
Learning a second language in the EFL classroom takes place not only through independent study but by means of reciprocal interaction with teachers and peer students. But it seems hard for students to actively interact with teachers or peer classmates in the classroom. In addition, it is difficult for teachers to implement well-known methods into the classroom due to the learner variables such as English skills, attitudes, interest, and learning styles. To efficiently manage the diversity of students' English proficiency, variables from classrooms, and instructional challenges, many teachers and researchers have used and applied various peer-mediated instruction because of its promising effectiveness and educational benefits to learners. To promote students' motivation and participation in class and to improve their English grammar skills, this study especially applied peer tutoring of the Cooperative Learning Activities (CLA). It seems like peer tutoring is more valuable and effective for tutors than those students being tutored, but this study examined the effectiveness of peer tutoring activities to relatively low proficiency level of students and their improvement of English grammar as well as the ones of higher proficiency students. This study also investigated students' perceptions on CL and satisfaction of their peers as tutors or tutees. Specifically, there are two research questions:
1) Can low proficiency students improve their English grammar by participating in CL A in class?
2) Do students have positive perceptions of peer tutoring activities in class?
2.Literature Review
The general focus of every CL method is that "students work...