UNDERSTANDING THE EFFECTIVENESS OF PEER TUTORING AS A PROCESS TO IMPROVE ENGLISH WRITING AMONG BEGINNER-LEVEL EFL STUDENTS.

Abstract

This research was aimed at understanding the potential effectiveness of peer tutoring to improve the writing skills in English beginner-level students. This study was conducted in a public university in Colombia; participants were four tutees from first semester, their age ranged from 16 to 19 years old, and one tutor from sixth semester.

The researcher used interviews and tutoring session observations as main instruments of data collection. Findings indicated that tutoring sessions, an extra class practice helped participants to advance in their knowledge experience; and tutoring sessions helped tutees to improve English writing skills. A main disadvantage described by tutees was the lack of a more rigorous planning on the part of the tutor.