Sarah Somarajan*, Amelyn THOMPSON, and Doreen TAN
Centre for English Language and Communication (CELC)
Somarajan Priya, S., Thompson, A., & Tan, D. (2024). Enhancing student wellbeing and engagement through oral communication peer tutoring at NUS [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-ssomarajan-et-al/
SUB-THEME
Opportunities from Wellbeing; Opportunities from Engaging Communities
KEYWORDS
Peer tutoring and learning, oral communication, interpersonal relationships, safe space, psychological safety
CATEGORY
Paper Presentation
EXTENDED ABSTRACT
In today’s interconnected and rapidly evolving academic and professional landscapes, engaging communities has become more vital than ever, particularly within the context of higher education. The Writing and Communication Hub (WCH) embodies this ethos by fostering a robust environment for student well-being, peer learning, and sharing through its oral communication peer tutoring services (NUS WCH, n.d.). This study delves into the perspectives of both peer tutors and tutees, exploring the multifaceted benefits and challenges associated with these services. Given the increasing emphasis on oral communication skills for academic success and professional readiness, peer tutoring has emerged as a valuable pedagogical approach (Hovland, 2014). The WCH, established by the Centre for English Language Communication (CELC), aims to nurture confident communicators across various disciplines. It not only addresses the immediate educational needs of students but also contributes significantly to creating positive relationships and communities (Lambert & Felton, 2020).
METHODS
Through semi-structured interviews with three peer tutors and three tutees, this study employs an exploratory case study design in line with our aim of evaluating an educational programme (Yin, 2011). It is hoped that the rich, qualitative insights derived would foster understanding and lead to improvements in practice (Merriam, 1998). Two first-cycle coding methods were used to analyse the data initially, with In Vivo coding to reflect participants’ exact words and conceptual coding to identify broader themes (Saldana, 2016). Subsequently, themes and sub-themes were surfaced from further analysis.
FINDINGS
The findings reveal significant themes, including challenges, the programme’s impact, and potential improvements. Both tutors and tutees identified challenges such as the diverse needs and varying levels of proficiency among tutees, initial discomfort in seeking help, and the requirement for more tailored support. Despite these challenges, the positive impact of the peer tutoring service is evident. Tutors reported enhanced teaching skills, deeper subject knowledge, and improved interpersonal skills. Tutees experienced increased confidence, better academic performance, and enhanced oral communication abilities. These outcomes underscore the dual benefit of peer tutoring for both parties involved.
Significantly, a salient theme identified by both peer tutors and tutees was improved confidence, fostered by the provision of a safe space during peer tutoring sessions. This safe space allowed students to express themselves without fear of judgment, promoting learning and growth. The findings align with existing research that supports the benefits of peer-led learning experiences, which include increased engagement, motivation, and self-efficacy (Arco-Tirado et al., 2020; Podplota, 2022). By fostering an environment of peer learning and sharing, the WCH not only addresses academic gaps but also promotes student well-being. The supportive peer relationships that develop through these tutoring sessions contribute to a sense of community and belonging, which are essential components of student wellbeing.
The study also identifies opportunities to enhance the service by providing more extensive tutor training and improving the mentorship program for new peer tutors. Additionally, effective publicity is needed to raise awareness of WCH services.
SIGNIFICANCE
The insights gained from this study contribute to the broader discourse on peer tutoring in oral communication, offering practical implications for universities aiming to enhance student preparedness. The WCH at NUS exemplifies the potential of peer tutoring in developing essential communication skills, underscoring the importance of continued support and enhancement of such programs to meet the evolving needs of students. Through its commitment to engaging communities and promoting holistic student development, the WCH plays a critical role. By focusing on engaging communities, fostering student wellbeing, creating safe spaces and promoting peer learning and sharing, higher education institutions can create more comprehensive educational experiences that prepare students for successful careers and meaningful personal interactions.
REFERENCES
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