E-tutoring
E-tutoring is a peer tutoring project involving collaboration between two schools in Scotland and two in Catalonia (147 students in total) with the aim of improving both first and second language proficiency in English and Spanish. Children at primary school age act as tutors in their own language and tutees in their second language using a website specially designed for this project. We are expecting to find that children learn both ways, when they act as tutors and as tutees.
Each week, the students send and receive messages, which include corrections and comments done by their peer tutor, using the support of a virtual platform specially designed for that purpose. The process of exchange goes through three stages: an initial one, where the tutee writes the text in his second language (with an agreed or a free topic); a second one when the tutee receives his text with the corrections and comments made by his tutor; and finally a third one, where the tutee rewrites the text introducing those changes suggested by his partner tutor and may be, other improvements he decides to include. So, the task of the tutor is focused in receiving the message of his partner, reading it carefully, making corrections, pointing out and making comments about the errors and mistakes found in the text, specifying if they were spelling mistakes, syntax, etc. At the same time, the tutor also tries to cheer and motivate his partner making him qualitative comments to indicate what improvements he is making to encourage him throughout the project in the learning process.
The project holds research work with an analysis of the quantitative data extracted from a large number of tests that were filled before starting the project and also when it finished. The tests measure the competence level of the students on the most significant areas of the project: competence in English, competence in Spanish, attitudes towards peer learning, reading understanding (only in the own language) and written competence (only in the second language). On the other hand, qualitative data was also analyzed. The data was obtained through classroom observations, the analysis of the interactions through the virtual platform (which helps to analyze and understand the process and the changes along the project), interviews with the students and teachers involved (to obtain qualitative data about their participation and learning during the project).
The results in the last two projects allows being optimistic with the potential of the project and to keep working and adjusting the program so that the learning and use of the first and second language continue to be in a real and significant context for the participating students.