Online peer-tutoring: a renewed impetus for autonomous English learning

Challenges to an existing face-to-face peer-tutoring model grew into an opportunity to integrate online technologies as a support for English autonomous learning in two undergraduate teacher education programs at a Colombian public university. This qualitative study examines how a group of tutees�...

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Bibliographische Detailangaben
Hauptverfasser: Luis Ignacio Herrera Bohórquez (VerfasserIn), José David Largo Rodríguez (VerfasserIn), John Jairo Viáfara González (VerfasserIn)
Format: Buch
Veröffentlicht: Asociación Colombiana de Profesores de Ingles, 2019-07-01T00:00:00Z.
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Beschreibung
Zusammenfassung:Challenges to an existing face-to-face peer-tutoring model grew into an opportunity to integrate online technologies as a support for English autonomous learning in two undergraduate teacher education programs at a Colombian public university. This qualitative study examines how a group of tutees' exposure to an online-based peer-tutoring model shapes their autonomy. Informed by data from questionnaires, a focus group interview, tutees' logs, and records of their engagement with the model's internet resources, researchers identified a change in participants' conceptualization of autonomous learning and an impact on their self-directed practices rooted in the immediacy, accessibility, comfort and availability of resources that the online peer-tutoring model favors.
Beschreibung:https://doi.org/10.19183/how.26.2.503
0120-5927