Peer tutoring effects on omani students' english self-concept

Marwa N. Alrajhi, Said S. Aldhafri

Research output: Contribution to journalArticle

3 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)184-193
Number of pages10
JournalInternational Education Studies
Volume8
Issue number6
DOIs
Publication statusPublished - 2015

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self-concept
cognitive learning theory
student
learning
social learning
university
teacher

Keywords

  • EFL
  • English
  • Oman
  • Peer tutoring
  • Self-concept

ASJC Scopus subject areas

  • Education

Cite this

Peer tutoring effects on omani students' english self-concept. / Alrajhi, Marwa N.; Aldhafri, Said S.

In: International Education Studies, Vol. 8, No. 6, 2015, p. 184-193.

Research output: Contribution to journalArticle

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