Abstract
ABSTRACT Our aim, in this study, was to examine the effects of peer tutoring in face-to-face and mobile environments in order to overcome language problems of Syrian refugees studying in second language (L2) learning. The study examined 11 weeks of peer tutoring of 13 Syrian refugees at undergraduate level and 13 undergraduate students who were tutoring them. Data were obtained from diaries, focus interviews, and semi-structured interviews. Data were analysed using Nvivo 12 software and categorized under themes. Findings indicated that students have a perception that peer tutoring helps to solve the problems they experience in their speaking, reading, writing, listening language skills in their undergraduate education. It also supports vocabulary learning, and it is more effective than classroom environment in solving language problems. Students' perceptions also indicated that mobile environments help to solve language problems, change their attitudes towards language and affect their awareness positively.
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