EFL student teachers’ learning in a peer-tutoring research study group

El aprendizaje de futuros profesores de inglés como lengua extranjera en un grupo de estudio e investigación enfocado a la tutoría entre pares

Authors

  • John Jairo Viáfara Associate Professor at Universidad Pedagógica y Tecnológica de ColombiaPh.D candidate at University of Arizona

Keywords:

grupo de estudio, grupo de investigación, preparación de estudiantes, profesores de inglés como lengua extranjera, tutoría entre pares (es).

Keywords:

study group, research group, EFL student teachers’ preparation, peer-tutoring, prospective teachers (en).

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Abstract (en)

In order to become peer-tutors in a BA program in Modern Languages, a group of English as a Foreign Language (EFL) student teachers attended a study and research group in a university. Throughout their participation, prospective teachers collaborated and reflected by means of task completion and dialogue to learn the theory and practice of tutoring and research. Additionally, participants provided survey, journal, and interview data to contribute to the exploration of how their group membership shaped them academically and personally. Results suggested that student teachers increased their knowledge of English due to their use of real-life group dynamics, among others. Furthermore, they updated and expanded their competencies to monitor pedagogical situations, design strategies, and solve problems.

Abstract (es)

Con el fin de convertirse en tutores de sus compañeros en un programa de Lenguas Modernas, un grupo de estudiantes profesores de inglés como lengua extrajera asistió a un grupo de estudio e investigación en una universidad. Los futuros profesores colaboraron y reflexionaron por medio de tareas y diálogo para aprender la teoría y práctica respecto a tutorías e investigación. Igualmente fueron encuestados y entrevistados para explorar cómo su pertenencia al grupo los influenciaba académica y personalmente. Nuestro análisis sugiere que los estudiantes incrementaron su conocimiento del inglés al utilizar estrategias y ser expuestos a la dinámica del grupo basada en la vida real. Además, actualizaron y expandieron sus competencias para monitorear situaciones pedagógicas, diseñaron estrategias y resolvieron problemas en su práctica.

Author Biography

John Jairo Viáfara, Associate Professor at Universidad Pedagógica y Tecnológica de ColombiaPh.D candidate at University of Arizona

Ph.D candidate in Second Language Acquisition and Teaching (SLAT), University of Arizona; M.A. in Applied Linguistics to TOEFL, Universidad Distrital and B.Ed in Education, Philology and Languages (English), Universidad Nacional de Colombia. He is an associate professor at Universidad Pedagógica y Tecnológica de Colombia  (UPTC). His research focuses on pre-service teacher education.      

References

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How to Cite

APA

Viáfara, J. J. (2014). EFL student teachers’ learning in a peer-tutoring research study group. Colombian Applied Linguistics Journal, 16(2), 201–212. https://doi.org/10.14483/udistrital.jour.calj.2014.2.a05

ACM

[1]
Viáfara, J.J. 2014. EFL student teachers’ learning in a peer-tutoring research study group. Colombian Applied Linguistics Journal. 16, 2 (Sep. 2014), 201–212. DOI:https://doi.org/10.14483/udistrital.jour.calj.2014.2.a05.

ACS

(1)
Viáfara, J. J. EFL student teachers’ learning in a peer-tutoring research study group. Colomb. appl. linguist. j 2014, 16, 201-212.

ABNT

VIÁFARA, J. J. EFL student teachers’ learning in a peer-tutoring research study group. Colombian Applied Linguistics Journal, [S. l.], v. 16, n. 2, p. 201–212, 2014. DOI: 10.14483/udistrital.jour.calj.2014.2.a05. Disponível em: https://revistas.udistrital.edu.co/index.php/calj/article/view/5189. Acesso em: 26 jan. 2023.

Chicago

Viáfara, John Jairo. 2014. “EFL student teachers’ learning in a peer-tutoring research study group”. Colombian Applied Linguistics Journal 16 (2):201-12. https://doi.org/10.14483/udistrital.jour.calj.2014.2.a05.

Harvard

Viáfara, J. J. (2014) “EFL student teachers’ learning in a peer-tutoring research study group”, Colombian Applied Linguistics Journal, 16(2), pp. 201–212. doi: 10.14483/udistrital.jour.calj.2014.2.a05.

IEEE

[1]
J. J. Viáfara, “EFL student teachers’ learning in a peer-tutoring research study group”, Colomb. appl. linguist. j, vol. 16, no. 2, pp. 201–212, Sep. 2014.

MLA

Viáfara, J. J. “EFL student teachers’ learning in a peer-tutoring research study group”. Colombian Applied Linguistics Journal, vol. 16, no. 2, Sept. 2014, pp. 201-12, doi:10.14483/udistrital.jour.calj.2014.2.a05.

Turabian

Viáfara, John Jairo. “EFL student teachers’ learning in a peer-tutoring research study group”. Colombian Applied Linguistics Journal 16, no. 2 (September 22, 2014): 201–212. Accessed January 26, 2023. https://revistas.udistrital.edu.co/index.php/calj/article/view/5189.

Vancouver

1.
Viáfara JJ. EFL student teachers’ learning in a peer-tutoring research study group. Colomb. appl. linguist. j [Internet]. 2014 Sep. 22 [cited 2023 Jan. 26];16(2):201-12. Available from: https://revistas.udistrital.edu.co/index.php/calj/article/view/5189

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