Exploring the Effectiveness of Peer Tutoring in English Language Learning Among Young Learners

Abstract

This study investigates the effectiveness of peer tutoring as a method of enhancing English language learning among young learners. A quantitative research design was employed, with a sample of 200 primary school students participating in a 12-week peer tutoring intervention. The students, aged between 9 and 11 years and from diverse linguistic backgrounds, were divided into 100 pairs, each comprising a tutor and a tutee. Pre- and post-test data were collected to measure students' English language proficiency. In addition to the quantitative data, qualitative data were gathered from interviews and questionnaires to gain insights into the participants' experiences and perceptions of the programme. The results demonstrated a significant improvement in the students' English language skills after participating in the peer tutoring programme. Notably, both tutors and tutees experienced increased self-confidence, motivation, and enhanced communication and interpersonal skills. The study also found that the development of strong tutor-tutee relationships played a crucial role in fostering a positive learning environment. This research supports the implementation of peer tutoring strategies in English language learning for young learners, as it highlights the multifaceted benefits of such programmes for both tutors and tutees. The findings suggest that incorporating peer tutoring interventions in primary schools can lead to significant improvements in English language proficiency and the development of essential life skills, especially for students from diverse linguistic backgrounds.