Work

The outcome of peer tutoring for second language (L2) writing: A meta-analysis

Year: 2024

Type: review

Study designs: Systematic Review, Meta-Analysis

Abstract: This meta-analysis aims to examine the overall effect of a form of peer-assisted learning, peer tutoring, on students’ L2 writing performance and abilities across educational levels and contexts. A literature search via five databases (Scopus, ERIC, Education Source, British Education Index, and APA PsycINFO) retrieved 26 eligible experimental studies, yielding 190 individual effect sizes for meta-analysis. The meta-analysis suggested a large favourable overall effect size (Hedges’ g = 0.84, P < .001) of peer tutoring on L2 writing performance and abilities. The regression model showed that the integration of metacognitive prompts with peer tutoring will significantly increase the treatment effect. Given the significant large average positive treatment effect, L2 writing educators are recommended to adopt peer tutoring in their classrooms.

Source: International Journal of Educational Research Open

DOI: 10.1016/j.ijedro.2024.100422

Authors: Zhe Li, Patricia Hampson, Allen Thurston, Joanne O'Keeffe

Institution: Queen's University Belfast

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,590