FUNDAMENTACIÓN TEÓRICA 2.1 INTRODUCCIÓN

In this context, peer-to-peer interaction refers to any communicative activity occurred between learners and between learners and their peer tutors, where there is minimal or no participation from external groups of people. The findings from the data goes beyond the three forms of peer interaction: collaborative learning, co-operative learning and peer tutoring/tuition, proposed by Philp (2014).

Using peer tuition is a feature of the SLEND which is emphasized in the project title. This is in line with previous studies that recommend the use of Deaf peer tuition (Herring- Harrison, Gardner III, & Lovelace, 2007; Cannon & Guardino, 2012; Sahasrabudhe, 2010; Denmark, 2013). In the project proposal, UK researchers further point out the recruitment of Deaf peer tutors, which ensures peer tuition to take place. In the research proposal, the UK researchers clearly defined peer tutors as,

“…those without a professional teaching background but with relevant informal experience. They will be supported with training, online materials, and learner-generated content, working from a Freirean perspective…”

Besides the benefits of peer tuition for the learners, the UK researchers believe that it is also a good chance for the peer tutors to improve their professional tuition skills and English skills. For instance, during the project meeting in October 2015, one UK researcher pointed out, “It could be useful to sit with the learner to identify what they understand and don't understand from the text, and this is an important skill to develop in the peer tutors.” She further added that peer tutors are not obliged to be in a know- all position. Peer collaborative learning mechanism encourages the peers to

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complement each other to close knowledge gaps. In addition, earlier in the project meeting in March 2015, the UK researchers brought in peer review by encouraging learners to review and rate the learning materials developed by their peers. Figure 4.10 summarises the conceptualisation of peer-to-peer interaction by the UK researchers.

Figure 4.10 The Conceptualisation of Peer-to-peer Interaction on the SLEND and in its Context by the UK Researchers

From the stance of peer tutors and research assistants, there are many more aspects of peer-to-peer interaction. This is probably due to the fact that they are the practitioners and have direct experience of peer-to-peer interaction unlike the UK researchers. Taking a close look at the output of data analysis from NVivo (see Figure 4.11), it seems that the research assistants and peer tutors painted a more detailed picture of peer-to-peer interaction from their own experience, with 71 references out of 78 in total (see Table 4.1). The research assistants and peer tutors not only evaluate how important peer-to- peer interaction is, but also express in what ways it can be realised.

Figure 4.11 The Interpretation of Peer-to-peer Interaction on the SLEND and in its Context for the Deaf Research Assistants and Peer Tutors

Peer-to-Peer Practice as seen by UK researchers Peer tuition Peer collaborative learning Peer review

Peer to Peer as seen by peer research assistants

and tutors

Why

Peer tutors flexible and comfortable Peer interaction brings better understanding

and increase confidence.

In what ways

Peer tuition Collaborative learning

Knowledge sharing Peer review Guide SLEND learning Peer technology support

Peer feedback, Cautious of negative feedback

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Peer-to-peer interaction helps to raise Deaf learners’ confidence in learning and communication. They were more confident to communicate with their peers. For example, RA_C pointed out the psychological concern of Deaf learners during January focus group discussion, “Deaf students are fear to ask hearing students but Deaf students are possible to confident to ask to Deaf teacher because they felt same life.” During the focus group discussion in June 2015, RA_B mentioned that it is easier for the Deaf learners to communicate with their peer tutor rather than the hearing teachers they had before. Freer communication and better understanding via sign language offered them more confidence to initiate communication.

As for in what ways peer-to-peer works, similar to the UK researchers, the peer tutors and research assistants acknowledge peer tuition, collaborative learning and peer review as the essential components. For example, RA_A stated during the focus group discussion in June 2015 that peer tutors and learners with different background and skills were able to share and benefit from collaborative learning. As for peer tuition, instead of being unidirectional, it is actually bidirectional to the peer tutors’ understanding. The two-way interaction is considered to be supportive of language learning. PT_C talked about his own experience during focus group discussion in January 2016,

“Tutor and students discussed about learnt more. Tutor had learned new anything from student for example vocabulary and grammar. Students have discussed and tried to ask peer tutor so tutor did not know it then he tried to read dictionary and google search etc. Then he explained to them clearly. It help him learned with English well.”

Clearly, the peer tutor also learnt from the learners directly through peer learners’ tuition and indirectly via seeking answers to the questions posed by learners. In terms of peer-to-peer assisting areas, the peer tuition is not restricted to English teaching and learning. It includes technology, SLEND operation and sign language. Another dimension of peer-to-peer interaction is collaborative learning across centres. Each learning centre is responsible for development of certain learning sessions. They benefit from the collaboration and communication from each other.

In addition, peer tutors receive support from the peer research assistants from time to time including teaching, learning, research and administration. During the RA focus group discussion in January 2016, RA_B mentioned that he explained to the PTs through WhatsApp group chat about integrating the learning materials about No/Don’t into one learning session. RA_C told the story how he guided the PTs to make real life English learning more interesting based on the knowledge he received from the training in June. RA_A reported that he checked the weekly monitoring reports and found some of them were missing. Then he talked to PTs and explained to them in detail how to upload the reports to the shared folder.

A unique reflection on peer-to-peer interaction from the peer tutors and research assistants is that they pay specific heed to Deaf learners’ affective aspect of learning. They tend to have more empathy with the Deaf learners as they share their experience of life, study and work as member of the Deaf communities. For example, regarding peer feedback, during the focus group discussion in June 2015, RA_B recommended not to give negative feedback to the Deaf learners, which might cause stress to them and lead

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to dropouts. PT_B (June 2015) underlined the significance of peer encouragement and proposed to encourage Deaf learners to make enquiries.