Abstract
We report on an exploratory study comparing the performance as online tutors of two groups of beginner eleven-year-old students of English in Colombia and Spanish in New Zealand. The native speaker students of the foreign language the others were learning corrected paragraphs written by their peers. The feedback provided by each group of tutors was analyzed for (1) language corrected, (2) input on errors, and (3) types of feedback provided. We found that both Colombian and New Zealand tutors willingly provided corrections to their peers and used other feedback strategies to foster attention to linguistic form. The Colombian tutors identified a higher number of errors, but the New Zealanders provided more detailed comments. We draw lessons from the exploration.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: PROFILE Issues in Teachers' Professional Development
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
