Perceptions of ESL Student Tutors on Challenges Faced in Peer Tutoring

Ming Sing Chai; Siew Fong Lin

doi:doi:10.11648/j.edu.20130204.14

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Perceptions of ESL Student Tutors on Challenges Faced in Peer Tutoring

Ming Sing Chai, Siew Fong Lin

Published in Education Journal (Volume 2, Issue 4)

Received: 27 May 2013 Published: 30 June 2013

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Abstract

The main purpose of this study is to discover the tutor’s perceptions of challenges faced when performing simulation-based tasks. 50 Diploma in Business Administration students with mixed English proficiency in an institution of higher learning formed 10 groups in this study. The observations, interviews and diary entries used revealed that the tutors experienced a number of difficulties during the peer-tutoring sessions. They range from problems in the areas of communication, time management, group management, interest sustenance and lack of knowledge. It is important for instructors to be aware of the problems that student tutors face in the course of tutoring. The knowledge will enable them to improve and refine future peer-tutoring sessions which in turn, benefit both tutors and tutees.

Published in	Education Journal (Volume 2, Issue 4)
DOI	10.11648/j.edu.20130204.14
Page(s)	127-131
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2013. Published by Science Publishing Group

Keywords

Peer Tutoring, Tutor, Tutees, Challenges

References

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[3]	Qureshi, M.A. and Stormyhr, E. "Group dynamics and peer-tutoring a pedagogical tool for learning in higher education," International Education Studies, 5 (2), 118-124, Apr. 2012. [Online]. Available: http://search.proquest.com/docview/1009899663. [Accessed Dec 2, 2012].
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[5]	Chen, C., & Liu, C. "A case study of peer tutoring programme in higher education," Research in Higher Education Journal, 11, 1-10, 2011. [Online]. Available: http://search.proquest.com/docview/877024941. [Accessed Dec 2, 2012].
[6]	Ismail, H. N. and Alexander, J.M. "Learning within scripted and nonscripted peer-tutoring sessions: The malaysian context," The Journal of Educational Research, 99 (2), 67 – 77, Nov/Dec 2005.
[7]	Hill, E. Liuzzi, F. and Giles, J. "Peer-assisted learning from three perspectives: student, tutor and co-ordinator," Clinical Teacher, 7(4), 244 – 246, Dec. 2010. [Online]. Available: DOI: 10.1111/j.1743-498X.2010.00399.x. [Accessed Mar 2, 2013].
[8]	Sobral, D. T. "Cross-year peer tutoring experience in a medical school: conditions and outcomes for student tutors," Medical Education, 36(11), 1064-1070, Nov.2002, [Online]. Available:DOI: 10.1046/j.1365-2923.2002.01308.x. [Accessed Mar 2, 2013].
[9]	Schmidt, H. and Moust, J. "What makes a tutor effective? A structural-equations modeling approach to learning in a problem-based curriculum," Academic Medicine, 70, 708 – 714, 1995.
[10]	Pugh, K. H. "Peer tutoring do's and don'ts," Phi Delta Kappan, 86 (8), 631-631, 2005. [Online]. Available: http://search.proquest.com/docview/218481417. [Accessed Dec 2, 2012].
[11]	Solomon, P. and Crowe, J. "Perceptions of student peer tutors in a problem-based learning programme," Medical Teacher, 23 (2), 181-186, Mar. 2001. [Online]. Available: DOI: 10.1080/01421590020031101. [Accessed Mar 2, 2013]
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[13]	Roscoe, R. D. and Chi, M. T. H. "Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions," Review of Educational Research, 7, 534-574, Dec. 2007.
[14]	Moust, J. and Schmidt, H. "Comparing students and faculty as tutors: How effective are they?" in P. Bouhuis (ed.), PBL as an Educational Strategy, Network Publications, Maastricht, 1993,121–134.
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[17]	Coenen, M. E. "Using gifted students as peer tutors", Gifted Child Today, 25, 48-55, Jan. 2002.

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APA Style

Ming Sing Chai, Siew Fong Lin. (2013). Perceptions of ESL Student Tutors on Challenges Faced in Peer Tutoring. Education Journal, 2(4), 127-131. https://doi.org/10.11648/j.edu.20130204.14

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ACS Style

Ming Sing Chai; Siew Fong Lin. Perceptions of ESL Student Tutors on Challenges Faced in Peer Tutoring. Educ. J. 2013, 2(4), 127-131. doi: 10.11648/j.edu.20130204.14

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AMA Style

Ming Sing Chai, Siew Fong Lin. Perceptions of ESL Student Tutors on Challenges Faced in Peer Tutoring. Educ J. 2013;2(4):127-131. doi: 10.11648/j.edu.20130204.14

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@article{10.11648/j.edu.20130204.14,
  author = {Ming Sing Chai and Siew Fong Lin},
  title = {Perceptions of ESL Student Tutors on Challenges Faced in Peer Tutoring},
  journal = {Education Journal},
  volume = {2},
  number = {4},
  pages = {127-131},
  doi = {10.11648/j.edu.20130204.14},
  url = {https://doi.org/10.11648/j.edu.20130204.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130204.14},
  abstract = {The main purpose of this study is to discover the tutor’s perceptions of challenges faced when performing simulation-based tasks. 50 Diploma in Business Administration students with mixed English proficiency in an institution of higher learning formed 10 groups in this study. The observations, interviews and diary entries used revealed that the tutors experienced a number of difficulties during the peer-tutoring sessions. They range from problems in the areas of communication, time management, group management, interest sustenance and lack of knowledge. It is important for instructors to be aware of the problems that student tutors face in the course of tutoring. The knowledge will enable them to improve and refine future peer-tutoring sessions which in turn, benefit both tutors and tutees.},
 year = {2013}
}

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TY  - JOUR
T1  - Perceptions of ESL Student Tutors on Challenges Faced in Peer Tutoring
AU  - Ming Sing Chai
AU  - Siew Fong Lin
Y1  - 2013/06/30
PY  - 2013
N1  - https://doi.org/10.11648/j.edu.20130204.14
DO  - 10.11648/j.edu.20130204.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 127
EP  - 131
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20130204.14
AB  - The main purpose of this study is to discover the tutor’s perceptions of challenges faced when performing simulation-based tasks. 50 Diploma in Business Administration students with mixed English proficiency in an institution of higher learning formed 10 groups in this study. The observations, interviews and diary entries used revealed that the tutors experienced a number of difficulties during the peer-tutoring sessions. They range from problems in the areas of communication, time management, group management, interest sustenance and lack of knowledge. It is important for instructors to be aware of the problems that student tutors face in the course of tutoring. The knowledge will enable them to improve and refine future peer-tutoring sessions which in turn, benefit both tutors and tutees.
VL  - 2
IS  - 4
ER  -

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Author Information

Ming Sing Chai

Faculty of Social Science, Arts and Humanities, Tunku Abdul Rahman University College, Kuala Lumpur, Malaysia
Siew Fong Lin

Faculty of Social Science, Arts and Humanities, Tunku Abdul Rahman University College, Kuala Lumpur, Malaysia

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APA Style

Ming Sing Chai, Siew Fong Lin. (2013). Perceptions of ESL Student Tutors on Challenges Faced in Peer Tutoring. Education Journal, 2(4), 127-131. https://doi.org/10.11648/j.edu.20130204.14

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ACS Style

Ming Sing Chai; Siew Fong Lin. Perceptions of ESL Student Tutors on Challenges Faced in Peer Tutoring. Educ. J. 2013, 2(4), 127-131. doi: 10.11648/j.edu.20130204.14

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AMA Style

Ming Sing Chai, Siew Fong Lin. Perceptions of ESL Student Tutors on Challenges Faced in Peer Tutoring. Educ J. 2013;2(4):127-131. doi: 10.11648/j.edu.20130204.14

Copy | Download

@article{10.11648/j.edu.20130204.14,
  author = {Ming Sing Chai and Siew Fong Lin},
  title = {Perceptions of ESL Student Tutors on Challenges Faced in Peer Tutoring},
  journal = {Education Journal},
  volume = {2},
  number = {4},
  pages = {127-131},
  doi = {10.11648/j.edu.20130204.14},
  url = {https://doi.org/10.11648/j.edu.20130204.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130204.14},
  abstract = {The main purpose of this study is to discover the tutor’s perceptions of challenges faced when performing simulation-based tasks. 50 Diploma in Business Administration students with mixed English proficiency in an institution of higher learning formed 10 groups in this study. The observations, interviews and diary entries used revealed that the tutors experienced a number of difficulties during the peer-tutoring sessions. They range from problems in the areas of communication, time management, group management, interest sustenance and lack of knowledge. It is important for instructors to be aware of the problems that student tutors face in the course of tutoring. The knowledge will enable them to improve and refine future peer-tutoring sessions which in turn, benefit both tutors and tutees.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - Perceptions of ESL Student Tutors on Challenges Faced in Peer Tutoring
AU  - Ming Sing Chai
AU  - Siew Fong Lin
Y1  - 2013/06/30
PY  - 2013
N1  - https://doi.org/10.11648/j.edu.20130204.14
DO  - 10.11648/j.edu.20130204.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 127
EP  - 131
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20130204.14
AB  - The main purpose of this study is to discover the tutor’s perceptions of challenges faced when performing simulation-based tasks. 50 Diploma in Business Administration students with mixed English proficiency in an institution of higher learning formed 10 groups in this study. The observations, interviews and diary entries used revealed that the tutors experienced a number of difficulties during the peer-tutoring sessions. They range from problems in the areas of communication, time management, group management, interest sustenance and lack of knowledge. It is important for instructors to be aware of the problems that student tutors face in the course of tutoring. The knowledge will enable them to improve and refine future peer-tutoring sessions which in turn, benefit both tutors and tutees.
VL  - 2
IS  - 4
ER  -

Copy | Download