{"id":682,"date":"2011-03-09T08:28:09","date_gmt":"2011-03-09T06:28:09","guid":{"rendered":"https:\/\/webs.uab.cat\/grai\/e-tutoring-2\/"},"modified":"2011-03-09T08:28:09","modified_gmt":"2011-03-09T06:28:09","slug":"e-tutoring-2","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/grai\/en\/e-tutoring-2\/","title":{"rendered":"E-tutoring"},"content":{"rendered":"<p style=\"text-align: justify;\"><strong>E-tutoring<\/strong><\/p>\n<p style=\"text-align: justify;\"><span><span style=\"font-family: Arial,Helvetica,sans-serif;\">E<\/span><span style=\"font-family: Arial,Helvetica,sans-serif;\">-tutoring<\/span><\/span><span style=\"font-family: Arial,Helvetica,sans-serif;\"> 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. <\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><br \/> 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.<\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><br \/> 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). <\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><br \/> 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.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>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 [&hellip;]<\/p>\n","protected":false},"author":20,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-682","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/pages\/682","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/users\/20"}],"replies":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/comments?post=682"}],"version-history":[{"count":0,"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/pages\/682\/revisions"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/media?parent=682"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}