The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners' Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis

Autor/inn/en	Tang, Shifang; Irby, Beverly J.; Tong, Fuhui; Lara-Alecio, Rafael
Titel	The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners' Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis
Quelle	In: SAGE Open, 11 (2021) 4, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Shifang) ORCID (Tong, Fuhui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211060823
Schlagwörter	Cooperative Learning; Peer Teaching; Tutoring; Teaching Methods; Instructional Effectiveness; English Language Learners; Elementary School Students; Reading Comprehension; Reading Fluency; Phonemic Awareness; Speech Skills; Oral Language; Language of Instruction; Educational Research; Professional Development + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Leseverstehen; Mündliche Leistung; Sprachfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Teaching language; Unterrichtssprache; Bildungsforschung; Pädagogische Forschung
Abstract	We conducted a research synthesis to examine the impact of cooperative, collaborative, and peer-tutoring strategies on elementary English learners' (EL) reading and oral proficiencies in studies from the United States. Seven studies were included in the analysis and fully examined regarding the characteristics of sample, intervention, design, and outcome. Effect sizes were reported by the outcome. We found that cooperative/collaborative/peer-tutoring (CCP) strategies boost elementary ELs' reading comprehension, reading fluency, and phonemic awareness. Ongoing professional development (PD) and coaching help teachers to improve the quality of strategy implementation. The findings indicated that the quality of implementation, the actual amount of time of these strategies are used in the classroom, and the instructional impact of CCP strategies utilization to improve ELs' English reading and speaking should be the focus of future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01