The Effectiveness of Peer-Tutoring in Improving Pronunciation and Fluency of Tourism Students

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Pages: 173-183
DOI: https://doi.org/10.54664/QGHZ5669

Abstract:

The present paper is aimed at exploring the effectiveness of a cross-year individual peer-tutoring program in improving pronunciation and fluency of ten students from a Technical Degree Program (TSU) in Specialized Tourism Services who attended a series of language tutoring sessions provided by a sophomore of Modern Languages majoring in English teaching. Data come from different sources (audio files, observation, questionnaire, written reflection) and involve all the participants (researcher, tutor, tutees) for triangulation. The research findings showed benefits to all parties involved. The students improved their oral sub-skills, the student-teacher’s instruction was effective and also helped the tutees to become aware of their learning process, feel more self-confident and less anxious at the moment of speaking. Such evidence also denotes that the tutor enhanced her teaching skills by acting as advisor as well, confirming the assumptions the author of the present study made when reviewing the literature.

Keywords:

action research; advising; peer-tutoring; pronunciation; fluency.

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