Peer pairing increases English learners' peer-directed language behavior but shows no significant effect on listening comprehension or teacher-directed language (Jun-Aust, 1985)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Peer pairing had a statistically significant effect on student language behavior with peers, with effect sizes of 1.34 for talking to a peer and 2.16 for being addressed by a peer. → What Works Clearinghouse 2007 q3 i? Peer pairing showed no statistically significant effect on listening comprehension, talking to the teacher, or being addressed by the teacher. → What Works Clearinghouse 2007 (2)

Evidence¶

What Works Clearinghouse 2007¶

What Works Clearinghouse, U.S. Department of Education. (2007). WWC Intervention Report: Peer Tutoring and Response Groups. https://ies.ed.gov/ncee/wwc

q3 · i3 · causal · r2

Randomized controlled trial of 30 Korean English language learners in grades 1–6 in Tacoma, Washington, assigned by class to peer-pairing or non-peer-pairing conditions for 4.5 months. Appendix A3 reports effect sizes of 1.34 (talking to peer) and 2.16 (addressed by peer), both statistically significant, with improvement indices of +41 and +48.

"the analysis found peer pairing to have a statistically significant effect on student language behavior; there was no statistically significant effect when talking to the teacher and when being addressed by the teacher."

What Works Clearinghouse 2007 (2)¶

What Works Clearinghouse, U.S. Department of Education. (2007). WWC Intervention Report: Peer Tutoring and Response Groups. https://ies.ed.gov/ncee/wwc

q3 · i? · causal · r?

In the same RCT, the WWC pooled high and low integrative motivation subgroups within each condition. Listening comprehension showed an effect size of 0.51 (not significant, improvement index +19); teacher-directed language behaviors showed effect sizes of 0.09 and 0.04, both not significant. Equivalence was not tested.

"WWC combined subpopulation data to examine the overall effects of peer pairing compared with non-peer pairing and found no statistically significant effect on listening comprehension."

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it

Related Claims¶

• Cross-age peer tutoring by either bilingual or English-only tutors shows no statistically significant effect on oral language proficiency (Serrano, 1987) — related
• Peer response groups increase the number of idea units in English learners' writing but show no significant effect on composition quality or sentences written (Prater & Bermudez, 1993) — related
• Greenwood et al. (1993) reported a statistically significant CWPT effect on CTBS-Reading, but the WWC-corrected analysis was not statistically significant — related