Experiences of Peer Tutors of a Korean Language Peer Tutoring Program at a U.S. University: A Qualitative Study

Hyein Amber Kim


This study explored the experiences of peer tutors of a Korean language peer tutoring program at a U.S. university. Using qualitative methodology and gathering data from pre- and post-tutorial program individual interviews, monthly in-program group interviews, and reflective papers, this study aimed to investigate experiences of eight Korean language peer tutors. The findings revealed reasons for being peer tutors, how peer tutors addressed learners’ needs, the importance of empathy in peer tutoring, and benefits of peer tutoring. This study’s results can serve as valuable data for creating, growing, and improving Korean language tutoring programs at universities. Peer tutoring can be a useful tool for enhancing the effectiveness of Korean language education at universities, especially as Korean language learners increase. 

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DOI: https://doi.org/10.5430/ijhe.v11n5p199


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International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online) Email: ijhe@sciedupress.com

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