This document summarizes a study on the effects of peer tutoring on students' learning motivation and academic performance in a 5th grade English class in Taiwan. The study used peer tutoring for 10 weeks, with tutors and tutees providing help to each other. Students completed a motivation questionnaire before and after, and academic performance was measured through test scores. The study aimed to determine if peer tutoring improved tutees' and tutors' academic performance, as well as students' motivation towards English learning. Statistical analysis was used to analyze questionnaire and test score data.

1. The Effects of Peer Tutoring on Students’ Learning Motivation and Academic Performance: The Case of a Fifth Grade Class in an Elementary School in TaiwanPresenter : Yi-Chen Alison TsaiInstructor : Dr. Pi-Ying Teresa Hsu Date : June 1st , 20111

2. Contents2IntroductionLiterature ReviewMethodology

3. Introduction3

4. Most public schools in Taiwan do not sort students into different classes according to their different ability levels.

5. It is not uncommon to have elementary English classes composed with students of mixed-ability.4Background

6. The most common dilemma most teachers face is whether or not to address the less able students and leave the more advanced learners unmotivated and bored, or taking the risk of alienating the lower level students by paying attention to those who have prior knowledge . (Maddalena, 2002)5Background

7. 6There are researches done previously that suggested the possibility of turning the disadvantage of a mixed-ability class into advantage by using peer tutoring.(Cheng & Ku, 2009; Cohen, et al., 1982; Jones, Garralda, Li, & Lock, 2006; Mynard & Almarzouqi, 2006)Motivation

8. 7MotivationHaving assistants can be helpful for the teachers to make the teaching process more fluent?

9. 8Motivation

10. Contents9IntroductionLiterature ReviewMethodology

11. 10Literature Review

12. 11Peer TutoringPeer tutoring is a system where learners help each other learning by teaching each other, and also learn their values from the teaching process. (Chun & Winter, 1999; King, Staffier, & Adelgais, 1998; Spratt & Leug, 1999; Wadoodi & Crosby, 2002; Xu, Gelfer, & Perkins, 2005)

13. 12Peer TutoringPeer tutoring is suggested as a strategy to be used in a mixed-ability class. (Topping, 1988)“With the help of a more experienced person, the children were able to accomplish literacy tasks that they currently could not accomplish on their own” (Huss, 1995, p. 769)

14. 13Peer TutoringIt is a system of instruction where learner provide help to each other, and also learn form the process of teaching. (Sinclair Goodlad & Hirst, 1989).

15. 14Language Learning Motivation “Motivation is considered by many to be one of the main determining factors in success in developing a second or foreign language.” (Oxford & Shearin, 1994). “L2 motivation can be described as a complex of constructs, involving the combination of effort plus desire to achieve the goal of learning the language plus favorable attitude toward learning the language.” (Gardner, 1985).

16. 15Purpose of the Study

17. 16Research Questions

18. Contents17IntroductionLiterature ReviewMethodology

19. 18Methodology

20. 19Participants

21. 20Instruments

22. 21Experimental group(peer tutoring)Procedure10 weeksMALESCMALESC

23. 22MALESC (the Questionnaire)Motivation and Attitudes toward Learning English Scale for Children

24. 23Is it helpful to improve the tutees’ academic performance by adapting peer tutoring as a part of the classroom activities?Is it helpful to improve the tutors’ academic performance by adapting peer tutoring as a part of the classroom activities?Statistic Analysis

25. 24finaldescriptive analysis 1st midtermStatistic Analysis

26. 25MALESCquestionnaireOnce students have gone through peer tutoring, are they more motivated about L2 learning?T-testStatistic Analysisinterview