Peer Tutoring Interventions for Improving Reading Fluency in Second-Language English Classrooms

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DOI https://doi.org/10.55923/cendekia.v3i1.4
Nur Setiawan 1 , Agung Lestari 2 , Dewi Wahyudi 3 , Ratna Suryadi 4 , Dimas Kusuma 5
1, 2, 3, 4, 5Department of Informatics, Universitas Indonesia
1 nur.setiawan@ui.ac.id , 2 agung.lestari@ui.ac.id , 3 dewi.wahyudi@ui.ac.id , 4 ratna.suryadi@ui.ac.id , 5 dimas.kusuma@ui.ac.id

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Overcrowded language classrooms often restrict individualized speaking opportunities. Investigating structured reciprocal peer tutoring interventions over a 14-week term, our findings indicate pronounced gains in phonological fluency and conversational confidence among secondary ESL learners.
Issue Vol. 3 No. 1 (2024)
Section Articles
Pages 182-195
Published 2024-06-30