Abstract
Based on the social cognitive learning theory (1997), peer learning can be viewed as an effective way of enhancing learning. In this study, peer tutoring, a form of peer learning, was examined. The current study investigated the influence of a peer tutoring program implemented at Sultan Qaboos University on students’ English self-concept. 125 Omani university students participated in the study. The Students English Self-Concept Scale (SESCS) and the Tutorial Programs Factors Scale (TPFS) were utilized to collect the data. The findings demonstrated that peer tutoring has a positive influence on English self-concept. Three tutorial program factors were found to positively predict English self-concept. Implications for EFL teachers, and recommendations for future research were discussed.
Highlights
Self-concept is one of the most influential constructs affecting students’ lives
The current study aims to investigate the levels of English self-concept among Omani university students and the role of a peer tutoring program in its development
The current study aims to fill this gap in the literature by examining the effect of a peer tutoring program implemented at Sultan Qaboos University (SQU), the Sultanate of Oman, on English self-concept of students enrolled in the foundation course and who learn English as a foreign language
Summary
Forming a positive or a negative self-concept can result in remarkable effects on students’ learning and school engagement (Alhamodi, 2010; Bong & Skaalvik, 2003; Ribas, 2009). Examining the importance of this construct and factors related to its development is essential in helping students to be productive individuals who live successful academic and social lives (Bong & Skaalvik, 2003). In English learning, developing a positive self-concept will help students significantly improve their academic performance and feel confident in using English as a foreign language. Tang, Zhang, Li, and Zhao (2013) found that positive English pronunciation self-concept increases students’ confidence in the English classroom and reduces their anxiety. Language teachers should seek to exploit self-concept as a tool to improve their students’ language learning (Liu, 2009)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
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 call
