Assessing the Academic, Social, and Language Production Outcomes of English Language Learners Engaged in Peer Tutoring: A Systematic Review

Lisa J. Bowman-Perrott · Sharon deMarín · Lakshmi Mahadevan · Matthew James Etchells

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EFL/ESL Teaching and Learning Innovative Teaching and Learning Methods Second Language Learning and Teaching

Abstract

Peer tutoring is an instructional strategy that allows students to help one another learn content material through the repetition of key concepts. In more than 40 years of published studies, literature reviews, and meta-analyses of peer tutoring, this quantitative synthesis of the literature is the first to examine the impact of peer tutoring on academic, social, and linguistic outcomes for English language learner (ELL) students. A total of 363 ELLs in kindergarten through 12th grade are represented in the analyses across 17 studies; seven studies used single-case research designs, nine used group designs, and one was a case study. Findings suggest that ELLs benefit from peer tutoring academically, socially, and linguistically. Implications for research and practice are discussed.

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2010Peabody Picture Vocabulary Test 2011Publication Manual of the American Psychological Association 2001Meta-Analysis: Recent Developments in Quantitative Methods for Literature Reviews 2011Combining Nonoverlap and Trend for Single-Case Research: Tau-U 1984Meta-Analysis: Cumulating Research Findings across Studies 1982Educational Outcomes of Tutoring: A Meta-analysis of Findings 1997Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity 2015Evaluating Intervention Effects in Single‐Case Research Designs

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2019Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practice 2024Language ideologies and access in a multilingual tutoring program 2020Cultivating Language-Inclusive Classrooms through Peer Mentoring for Emergent Multilinguals

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