Criteria for Successfully Recruiting Online Peer-Tutors in Foreign Languages

Autor/inn/en	Gabarre, Cecile; Gabarre, Serge
Titel	Criteria for Successfully Recruiting Online Peer-Tutors in Foreign Languages
Quelle	In: Asia Pacific Journal of Education, 32 (2012) 2, S.197-223 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2012.684954
Schlagwörter	Criteria; Tutors; Peer Teaching; Language Proficiency; Tutoring; Teacher Recruitment; Foreign Countries; Electronic Learning; Online Courses; Teacher Selection; Public Colleges; French; Second Language Learning; Asians; Undergraduate Students; College Seniors; Scoring Rubrics; Questionnaires; Student Attitudes; Cues; Second Language Instruction; Student Evaluation of Teacher Performance; Accuracy; Malaysia + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Peer group teaching; Peer Group Teaching; Language skill; Language skills; Sprachkompetenz; Förderkonzept; Nachhilfeunterricht; Lehrerrekrutierung; Ausland; Online course; Online-Kurs; Französisch; Zweitsprachenerwerb; Asian; Asiat; Asiatin; Asiaten; Asiate; College; Colleges; Senior; Hochschule; Fachhochschule; Scoring formulas; Auswertungsbogen; Fragebogen; Schülerverhalten; Stichwort; Fremdsprachenunterricht
Abstract	Informal discussions with final-year undergraduates majoring in French as a foreign language in a Malaysian public university revealed that they lacked confidence in their language proficiency. We believed that they needed some form of recognition and therefore developed a model of online peer-tutoring. In this study, nine final-year learners were selected to become online peer-tutors for 18 second-year learners. This article explains the selection procedure and the peer-tutoring model implemented in a reading and writing course. It also reviews the selection criteria based on the analysis of the peer-tutors' performances during the tutoring. The data consists of the results from online participation monitoring, self-reflective questionnaires and surveys. The findings were congruent with current research on peer-tutoring and validated the selection criteria (i.e., quantity of messages, quality of contributions, linguistic proficiency and accuracy of objectives). The peer-tutoring model was well received and benefited all participants. Its implementation revealed some traits in the tutor-tutee relationship specific to the Malaysian context. (Contains 3 tables and 18 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10