Evaluating the Effectiveness of a Peer Tutoring Program for English Language Support

Abstract

This study evaluates the effectiveness of a peer tutoring program implemented at a higher education institution in Uzbekistan to support students struggling with English proficiency in an English-Medium Instruction (EMI) setting. Despite the university's minimum IELTS admission requirement of 5.5, faculty observations indicated that many students faced challenges, particularly in speaking and writing. The peer tutoring program was launched as a pilot initiative to provide structured language support through voluntary student tutors. A mixed-methods approach was employed, collecting data from pre- and post-program surveys, tutor session reports, and faculty observations. Findings indicate that the program significantly improved students’ confidence and language skills, particularly in speaking, which was identified as the primary area of concern by 75% of tutees. Post-program results showed that 83.3% of participants reported increased confidence in using English. Tutors also noted high engagement levels, with 76.9% of tutees being very active during sessions. However, challenges such as tutor recruitment and retention, irregular participation, and limited institutional support affected the program's sustainability. While this study underlines peer tutoring as an effective language support mechanism in EMI universities, it also highlights the need for structured tutor training, designated tutoring spaces, and incentivized participation to increase long-term success. Further research is needed to understand its impact on academic performance and long-term language retention.