초록 열기/닫기 버튼
This study investigates the differences in learners’ participation patterns and satisfaction according to the type of English group tutoring within the context of mobile-assisted language learning. Thirtyfive Korean learners of English were placed in two different tutoring groups (reciprocal peer-tutoring vs. expert tutoring) and participated in 6-week online tutoring, supported by a closed SNS and a mobile application. To examine how differently learners were engaged in each group, their participation patterns in assignments and written feedback were analyzed. Participants also responded to an online survey on their satisfaction on tutoring experience. The results were as follows: 1) participants in reciprocal peer-tutoring worked more actively in completing assignments than those in expert tutoring, 2) tutors in expert tutoring groups provided more feedback focusing on the content of the assignment submitted, whereas peer-learners provided less feedback focusing more on the affective aspects, and 3) the survey results showed that learners in expert tutoring were satisfied more than the other in learning contents provided, facilitative monitoring by the researcher, feedback on assignments, and overall perceptions on tutoring experience. (175 words)
키워드열기/닫기 버튼
reciprocal peer tutoring, professional tutoring, closed SNS, mobile application, mobile-assisted language learning
