Problem Statement

An ideal that every single person who is learning a language has, is to be proficient in
that language. This ideal is not that impossible when it comes learning the English
Language, but it needs indeed both hard work and willingness to improve your accuracy
and fluency. In order to do that, there is an alternative called “Peer Tutoring”, which
basically consists on peers helping one another to improve the four English skills by
explaining the topics they do not understand. However, there are quite a few problems
with this technique.

One of the main focuses of Peer Teaching in the English Language is the development of
the Speaking Skill. Unfortunately, as mentioned before, there are quite some problems
with it. One of the main problems we can find is the improper implementation of the
process. For example, Lu & Wang (2011) stated all of the tutors from that case study were
not prepared when it came to teaching. This fact affected partially the performance of the
tutors and the acceptance between both parts. Another case study, Chen, C., & Liu, C. C.
(2011), concluded that tutoring sessions were more necessary than expected. This is said
because the study concluded that even though the hours devoted to peer tutoring were
vast (2 per day), students were asking for more time to be tutored.

In the current research, it is being proposed to examine those things that are affecting the
development of the speaking skill in higher education students. Further research and data
recollection will be conducted in order to see which ones are the best options to improve
and overcome those difficulties. Specifically, it will be recommended an organized
program of peer tutoring that can overcome those difficulties previously mentioned.
References

Chen, C., & Liu, C. C. (2011). A case study of peer tutoring program in higher education.
Research in Higher Education Journal, 11,
https://www.aabri.com/manuscripts/11757.pdf

Lu H. & Wang M. (2011). Peer Teaching and Learner Responsibility. Kwansei Gakuin
University Humanities Review Vol. 16, 2011 Nishinomiya, Japan.
https://files.eric.ed.gov/fulltext/EJ1183796.pdf