An Investigation into an Online Peer Tutoring Program

Abstract

The aim of the study was to evaluate the English language online peer tutoring program in order to highlight benefits and challenges, and to offer some recommendations. The participants were twelve tutors, ninety-five tutees and ten teachers of English. Open-ended questions were put into Google Form, and the link was sent to the targeted students via their teachers. All three stakeholders viewed English online peer tutoring positively. The tutors said they gained knowledge and felt good helping others. They also said tutoring improved their responsibility and communication abilities. This program gave tutees good English-learning environment. After tutoring, they gained more pals. The teachers say peer tutoring improves students’ academic performance, self-confidence, and attitudes. However, certain challenges must be addressed. Some tutors lacked pedagogical abilities, were demotivated when tutees left the room, and lacked confidence during the first few sessions. The tutees' internet troubles interrupted tutoring sessions. The teachers' fast pace made it hard for tutees to keep up. All three stakeholders offered some recommendations to better the program accordingly.