Presenter: Shu-Hua (Vivien) Kao, Chihlee Institute of Technology, Taiwan
Taking on the theoretical frameworks of advising and collaborative learning, this study experimented with a collaborative form of advising (peer advising) in an English writing course with a group of students at tertiary level in Taiwan. The aim was to explore the effects of the peer advising experience in the students’ English learning. Adopting action research as the main research approach, the study exploited both qualitative and quantitative instruments for data collection. The findings indicated that the advisors expressed an increased level of sympathy in understanding the advisees’ learning needs, and reported a greater sense of responsibility and confidence as language learners. In addition, the majority of the advisees reported reduced levels of anxiety and dislike in learning English writing. Despite the constraints of the lack of time and facilities, the findings have shown that advising can be an alternative tool in facilitating the students’ learning through the classroom setting.