The impact of peer tutoring on the improvement of linguistic competence, self-concept as a writer and pedagogical satisfaction

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Abstract

After examining several conceptual elements of peer-assisted learning and peer tutoring, this article presents a study analysing the effects of peer tutoring - with fixed and reciprocal roles - in the improvement of curricular competence of Catalan language skills, self-concept as a writer and satisfaction with pedagogical assistance. The results, using curricular competence improvement as a control, show an increase in self-concept as a writer for all students who were given the opportunity to act as tutors; either in fixed or in reciprocal role tutoring. Only fixed tutees, but not reciprocal tutees, feel more satisfied with their peer tutors than with the teacher's help. © 2008 SAGE Publications.
Original languageEnglish
Pages (from-to)481-499
JournalSchool Psychology International
Volume29
Issue number4
DOIs
Publication statusPublished - 1 Oct 2008

Keywords

  • Cooperative learning
  • Peer learning
  • Peer tutoring
  • Self-concept
  • Self-esteem.

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