Abstract

HERRERA BOHORQUEZ, Luis Ignacio; LARGO RODRIGUEZ, José David  and  VIAFARA GONZALEZ, John Jairo. Online Peer-Tutoring: A Renewed Impetus for Autonomous English Learning. How [online]. 2019, vol.26, n.2, pp.13-31. ISSN 0120-5927.  https://doi.org/10.19183/how.26.2.503.

Challenges to an existing face-to-face peer-tutoring model grew into an opportunity to integrate online technologies as a support for English autonomous learning in two undergraduate teacher education programs at a Colombian public university. This qualitative study examines how a group of tutees' exposure to an online-based peer-tutoring model shapes their autonomy. Informed by data from questionnaires, a focus group interview, tutees' logs, and records of their engagement with the model's internet resources, researchers identified a change in participants' conceptualization of autonomous learning and an impact on their self-directed practices rooted in the immediacy, accessibility, comfort and availability of resources that the online peer-tutoring model favors.

Keywords : autonomy; online environments; peer-tutoring; online implementation; online English learning.

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