TY - JOUR
T1 - Investigating the tensions and negotiations on the site of peer tutoring in second language writing in higher education
AU - Li, Cissy
N1 - Funding Information:
The data for this study were collected from a teaching and learning project “A Student-Tutor Writing Consultation Programme and Interinstitutional Writing Consultation Support System” funded by University Grant Committee (UGC) of the Hong Kong SAR. The assistance of Mr. Sam Cole and Dr. Bertha Babcock in data collection is greatly appreciated. The tutors’ valuable contribution of their reflective journals for this study is gratefully acknowledged. Without their contribution, this study would not be possible.
The data for this study were collected from a teaching and learning project “A Student-Tutor Writing Consultation Programme and Inter-institutional Writing Consultation Support System” funded by the University Grant Committee of the Hong Kong SAR with the kind assistance of Mr. Sam Cole and Dr. Bertha Babcock. The author is grateful to the tutors who contributed their self-reflections to the study.
Publisher Copyright:
© 2023 Elsevier Ltd.
PY - 2023/4
Y1 - 2023/4
N2 - Critical self-reflection, a process of self-examination and self-evaluation, facilitates introspective learning, which is a highly valued active learning technique and hence frequently employed in higher education. This paper reports on a cross-age fixed-role peer tutoring project where student tutors were required to reflect critically on their tutoring practices. Among several reflective efforts was writing a self-reflection at the end of each semester. 42 self-reflections over 3 semesters were collected. Qualitative analysis of the contents revealed multiple tensions and negotiations on this dynamic site of tutoring that contributed to the success or failure of a tutoring session. By presenting a preliminary framework of interrelated tensions and negotiations in the cross-age fixed-role peer consultations, this paper argues that peer tutoring is a collaborative and cooperative enterprise that is jointly owned and controlled by both the tutor and tutee. This study has theoretical and pedagogical implications for the design of and training for similar peer tutoring programmes in higher education.
AB - Critical self-reflection, a process of self-examination and self-evaluation, facilitates introspective learning, which is a highly valued active learning technique and hence frequently employed in higher education. This paper reports on a cross-age fixed-role peer tutoring project where student tutors were required to reflect critically on their tutoring practices. Among several reflective efforts was writing a self-reflection at the end of each semester. 42 self-reflections over 3 semesters were collected. Qualitative analysis of the contents revealed multiple tensions and negotiations on this dynamic site of tutoring that contributed to the success or failure of a tutoring session. By presenting a preliminary framework of interrelated tensions and negotiations in the cross-age fixed-role peer consultations, this paper argues that peer tutoring is a collaborative and cooperative enterprise that is jointly owned and controlled by both the tutor and tutee. This study has theoretical and pedagogical implications for the design of and training for similar peer tutoring programmes in higher education.
KW - Peer tutoring
KW - Peer teaching
KW - Tensions in peer tutoring
KW - Peer learning in higher education
KW - Tutor-tutee interaction
KW - Cooperative learning
UR - http://www.scopus.com/inward/record.url?scp=85146347131&partnerID=8YFLogxK
U2 - 10.1016/j.system.2023.102980
DO - 10.1016/j.system.2023.102980
M3 - Journal article
SN - 0346-251X
VL - 113
JO - System
JF - System
M1 - 102980
ER -
