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ELT Journal 2006 60(1):13-22; doi:10.1093/elt/cci077
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© The Author 2006. Published by Oxford University Press; all rights reserved.

Investigating peer tutoring

Jo Mynard and Iman Almarzouqi

Dr Jo Mynard was the Coordinator of the Learning Enhancement Center at a women's university in the United Arab Emirates at the time of writing. She is now teaching at Koryo International College in Nagoya, Japan. Email: mynardjo{at}hotmail.com
Iman Almarzouqi is a UAE national and a recent graduate of the College of Business Sciences at the same institution. She worked part time as a peer tutor during her time at the university. Email: Iman.Almarzouqi{at}fgb.ae

This article gives an overview of a piece of qualitative research conducted at a women's university in the United Arab Emirates. The aim of the study was to evaluate the English language peer tutoring programme in order to highlight benefits and challenges, and to make informed improvements. The study drew particularly on participant perceptions and observations of the programme. It identified various benefits for tutors such as learning through teaching and becoming more responsible while doing something worthwhile to help others. Benefits for tutees included improved levels of self-confidence and English language aptitude. The study also highlighted several challenges associated with the high dependence and low metacognitive awareness demonstrated by the tutees. In addition, tutors were not always able to offer appropriate assistance. Improvements to the programme could include increasing faculty involvement, improving tutee awareness of the aims of the programme, and providing additional assistance to tutors.


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