Abstract
Given the diverse backgrounds and technical expertise that languageteachers can possess, it is challenging for technology instructors tomeet the needs of individuals during workshops or classes. In thisstudy, we explored the effectiveness of three interventions implementedto help a technology instructor better meet the needs ofindividuals in his class: peer tutoring, asynchronous discussion boardand electronic journal entries. Through the three interventions, theinstructor's role changed from being the provider of solutions toevery problem (firefighter) to being an available coach, able to focushis attention on matters that required it most. The instructorbecame well informed of individuals' challenges and frustrationsthrough discussion board postings and journal entries. Learnersregularly answered each others' questions and provided support andadvice as they acted as peer tutors and as they exchange messages viathe discussion board. A strong group dynamic developed as learnersgrew accustomed to assisting each other regularly. The instructorwas able to adjust lessons according to needs perceived via journalsand discussion board entries. He was also able to focus more attentionon problems in class that required instructor attention (as opposedto questions readily answerable by peers).
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