Making an Impact with Peer Tutoring

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Craig Manning; The University of Shimane


In this study, I aimed to determine if, and to what extent, peer tutoring can be used as a means to improve remedial English studies within a Japanese university context. Over 11 weeks, 96 English students participated in the study. The experimental group, with tutors, improved more than 3 times as much as the control group, without tutors, on achievement tests. Classroom behavior improved with the addition of tutors. The feedback from both tutees and tutors was also extremely positive. It was concluded that peer tutoring has the potential to make remedial studies more enjoyable and effective.