또래 멘토링을 통한 멘토-멘티 상호작용이 영어학습에 미치는 영향

Characteristics of peer mentor-mentee interactions related to positive English learning experiences.

The present study examined the characteristics of interactions between peer mentors and mentees related to positive English learning experiences. Six Korean middle school students (three mentor-mentee pairs) voluntarily participated in a four-week peer-mentoring program. During the mentoring sessions, participants reviewed what they had learned in their regular English classes. Analyses of audiotaped conversations between mentors and mentees suggest that the qualities of interactions between mentors and mentees could facilitate as well as limit their learning and motivation. The interaction patterns related to positive English learning experiences consisted of (1) mentors’ request for explanation, evaluation, or application, (2) mentees’ explanatory responses, and (3) mentors’ feedback for expansion and reformulation. In addition, mentors’ emotional support to cope with mentees’ task failure exerted a positive role in maintaining mentees’ motivation to learn. Based on the study results, the need for an ongoing-training program to help mentors and mentees with effective communication and coping strategies to promote positive learning outcomes is suggested. Limitations of the study and suggestions for future research are provided. (169 words)