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Didactics of grammar: an experience

with peer tutors in a virtual modality

Didáctica de la gramática: una experiencia con tutores

pares en modalidad virtual

Gabriel Valdés-León

Marcelo Ortiz Olivares*.

Tania Calcagno*

Pia Katzenberg*

Sasha Diaz*

Javiera Román*

Abstract

This paper aims to investigate the pedagogical potential of a didactic

sequence for teaching grammar in virtual mode with the support of peer

tutors in a course for future language teachers. The research, designed as a

case study with pre- and post-test measurement, analyzes the academic

performance of two parallel sections of the course Morphosyntax I, one of

which had the implementation of a didactic module designed and

implemented with the support of peer tutors in virtual modality. The main

results show that, although the academic results between one section and

the other do not show significant differences, the analysis shows that the

course that was supported by tutors showed less dispersion in performance,

a lower failure rate and a greater mastery of previous content, while the

section taught exclusively by the teacher showed a better performance in

the acquisition of new content.

* PhD in Linguistic Studies, University of Las Palmas de Gran

Canaria, Spain, gabo_valdes@hotmail.com,

https://orcid.org/0000-0001-8807-8838

* Spanish teacher, teacher at Colegio Polivalente San

Sebastián, Chile, mortizo@miucsh.cl, https://orcid.org/0000-

0001-8678-9847

* Student of Pedagogy in Spanish, Universidad Católica Silva

Henríquez, Chile, tcalcagno@miucsh.cl,

https://orcid.org/0000-0003-2869-3825

* Student of Pedagogy in Spanish, Universidad Católica Silva

Henríquez, Chile, pcavieres@miucsh.cl,

https://orcid.org/0000-0002-1922-4245

* Student of Pedagogy in Spanish, Universidad Católica Silva

Henríquez, Chile, sdiazf@miucsh.cl, https://orcid.org/0000-

0002-8206-5793

* Student of Pedagogy in Spanish, Universidad Católica Silva

Henríquez, Chile, jromanp@miucsh.cl, https://orcid.org/0000-

0001-5711-7080

Article

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Keywords: grammar didactics, grammar teaching, peer tutors, virtual

teaching.

Resumen

El presente trabajo se propone indagar en el potencial pedagógico de una

secuencia didáctica para la enseñanza de la gramática en modalidad virtual

con el apoyo de tutores pares en un curso para futuros profesores de lengua.

La investigación, diseñada como un estudio de caso con medición de pre y

postest, analiza el rendimiento académico de dos secciones paralelas del

curso Morfosintaxis I, uno de los cuales contó con la implementación de

un módulo didáctico diseñado e implementado con el apoyo de tutores

pares en modalidad virtual. Dentro de lo principales resultados se destaca

que, si bien el resultado académico entre una y otra sección no presenta

diferencias significativas, el análisis de este da cuenta de que el curso que

contó con el apoyo de tutores presenta menor dispersión en su rendimiento,

menor tasa de reprobación y un mayor dominio de contenidos previos,

mientras que la sección a cargo exclusivamente del docente evidenció un

mejor desempeño en la adquisición de nuevos contenidos.

Palabras clave: didáctica de la gramática, enseñanza de la gramática,

tutores pares, enseñanza virtual

Introduction

For some years now, education has been undergoing a paradigm

shift, where the development of competencies has become

increasingly important García and López, (2011). Teachers should

not only be concerned with teaching the contents of their discipline,

but are also responsible for generating work sequences based on

skills.

Despite this new context, the mastery of disciplinary knowledge, a

key support for competency-based work, cannot be left aside.

Therefore, in this research we propose to investigate the pedagogical

potential of a didactic sequence for teaching grammar in virtual

modality with the support of peer tutors. This, to address one of the

weaknesses of the specialty (Bosque, 2018), delivering tools for

distance work with undergraduate students in Pedagogy in Spanish.

Taking as a reference the teaching of Language and Literature in

Chile, there are a series of obstacles when it comes to adapting to

this new skills-based panorama. One of these is the difficulty in

regulating the different curricula in teacher training, due to the wide

range of private offerings in higher education (UNESCO, 2012).

This suggests that, despite the existence of a new educational

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paradigm to which institutions should adapt, there is neither a

regulatory framework nor a cross-cutting work plan.

Despite this, in Chile there is a mandatory measurement instance for

student teachers, the Diagnostic Evaluation of Initial Teacher

Training, which considers a measurement of disciplinary

knowledge. Regarding its 2019 results, there are two indicators

related to the area of linguistics that we should consider:

1. Has mastered fundamental knowledge of linguistics necessary

for the teaching of reading, writing and oral skills. (53%

achievement at the national level).

2. Is able to teach the process of writing texts of various genres

with elaborated ideas and mastery of linguistic resources.

(47.3% achievement at the national level).

These results indicate that, in this new educational context, students

who are about to graduate from the Pedagogy of Spanish in Chile

may present formative weaknesses that hinder their adequate

performance when guiding reading and writing processes. This

situation could be expected, since they are part of a process of change

that has not been systematically defined.

Although the percentage of achievement is very similar, the low

mastery of linguistic knowledge is even more worrisome, since it is

a content that belongs to school training and to their university

specialization. Previously, UNESCO (2012) warned that students

entering higher education do not have the necessary language skills

to face this new context (p. 49), which is reflected in this assessment,

both from their role as students and as future teachers.

Linking these results, the outlook is discouraging, since if future

Language and Literature teachers do not have minimal knowledge in

the area of linguistics, they will hardly be able to design learning

instances on a content they do not master, even more so when the

teaching of grammar has a practical purpose and not only a scholastic

one (Calzadilla, Barzaga and Sanchez, 2020).

Undoubtedly, we are facing a problem that is unlikely to be solved

in the short term. However, it is imperative that university teachers

design mechanisms to address the most immediate needs with

respect to the training deficiencies in the area of linguistics and the

few tools they have for teaching in this new context of distance

education.

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Face-to-face teaching has been the protagonist for much of history;

however, in the wake of the health crisis, virtual education took on a

sudden and forced protagonism due to the health emergency.

Academic attendance involves socialization between peers and

teachers, where bodily interaction is essential to communicate with

the other in a space predisposed to carry out the teaching-learning

process. For its part, virtual training does not contemplate the latter,

that is, there is no common physical place to develop this exchange;

it does not contemplate the contextual, corporal, kinesic and

proxemic, since everything is sustained through technology

(Anarella, 2019, p. 32).

With the rise of technology in the new generations, it is not strange

to assume that this educational model is here to stay, because, despite

the closure of schools, universities, and education centers as a result

of COVID-19, a large part of the educational processes have relied

on this modality to, to a certain extent, maintain continuity in

academic training.

Given the above, it is essential to incorporate technological tools in

the teaching methodology, so that students are able to relate this new

context with the education they already knew. In the words of

Anarella (2019), "working on new pedagogical proposals does not

only imply conceptualizing on the disciplinary contents of academic

practice but also intervening on those contents that are implicit in

everyday practice" (p.37). This invites us to reflect on the need to

generate a link between a characteristic element of people's everyday

life, such as technology, and education.

Campos, Ramos and Moreno (2020) y Barros-Bastidas, Gebera,

(2020) state that the new education must be oriented towards

virtuality. This forces teachers to take into consideration how to

awaken interest in academic tasks, having to considerably diversify

teaching proposals and make students perform in them. In addition,

it is possible to mention that this distance reality allows another type

of relationship, which can be motivated by several factors, such as,

for example, knowing other areas of ICT, tools that were considered

as a complementary resource, but that, nowadays, have become the

main support for teaching.

One of the greatest challenges of this new context is that it

disengages both students and teachers from the time and space

factor, an aspect that traditional teaching necessarily implies. In

addition, this system of classes and teaching through virtuality

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involves greater freedom and autonomy for the learners, who have

almost absolute responsibility for their learning. Therefore, it would

be expected to be an active subject, either in the teaching process

explicitly exercised by the teacher, or in his responsibilities related

to it, trying to form an autonomous pupil (Maureira, Vásquez,

Garrido and Olivares, 2020).

This point, although it could be key in the development of autonomy,

presents a risk in the area of linguistics, since we have seen that even

with teacher supervision, there are low results that lead to scarce

resources when it comes to teaching Language and Literature. Faced

with this and the context of virtuality, we propose the possibility of

generating dual learning instances, i.e., work spaces between teacher

and students and, subsequently, regulated moments of work between

a student who acts as a tutor for his classmates in a manner regulated

by the teacher in charge.

Peer tutoring has become an effective strategy in the teaching of

various subjects. Sánchez, Rentería and Roldan (2019) point out that

this dynamic is a collaborative work between a student who has

presented success in a particular discipline and pre-trained, who

"accompanies in processes of orientation and reinforcement of

learning to another student or a group of students with low academic

performance; both under the tutelage and leadership of teachers

specialized in accompaniment processes. (p. 156)

Studies on working with peer tutors (Valdés-León, Mendoza, Galaz,

2017; Hernández and Roselli, 2019; Valdés-León and Sánchez,

2020) have shown that students who fulfill this function, having an

active role in the learning of others, enter into the cognitive process

of the learner that facilitates the generation of positive dynamics in

teaching, as they fulfill both pedagogical roles.

With the advancement of educational psychology and neurosciences,

the perspectives about the role of the student in their learning have

changed. These paradigmatic transformations have considered the

needs of the new generations when establishing relationships in the

teaching and learning process, giving students an active role in their

learning (Santiviago and Pasturino, 2020). This has also resulted in

a shift in the role of the teacher or tutor, as he/she is no longer the

only transmitter of knowledge in the classroom.

The difference between the latter type of tutoring and tutoring with

specialized teachers lies mainly in the horizontal relationship

between the tutor and the learner, since the inexistence of the

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expertise gap would decrease the social distance and promote,

therefore, uninhibited and critical participation in the process

(Hernández and Roselli, 2019). Although the literature studied in

general accepts and highlights the benefits of this process in both the

tutor and the tutored, different means have been described that

increase the benefit and final satisfaction, In this line, Sanchez (et.

al. 2019) states that:

personal relationship, as a common starting point to establish

efficient forms of support; trust, knowing that the other will give a

prompt and meaningful response; perseverance, since constant work

is essential for effective study and learning; identification of the

personality and talents of the person being tutored, to identify his/her

needs, strengths, and areas of opportunity and thus offer effective

tutoring. (p. 159)

Results in this type of studies have been very mixed. For example,

Song, Loewenstein and Shi (2017) obtained good results in the

tutored, but poor results in the tutors. This contrasts with what was

presented by Monteiro (1998), where the effect was the opposite.

This could be due to the conditions in which this accompaniment

was carried out and the methods for case analysis. In any case, it is

advisable to choose a methodology that favors the development of

all students in their learning, taking into account the predispositions,

development and satisfaction of both tutors and tutored.

This research considers the new digital context and addresses the

need to retake instances of socialization among peers and the active

role of students, who acquire the role of students and tutors. Based

on our objective, this enhances not only the conceptual competences

of linguistics, an area that has declined according to the NDT reports,

but also favors the design of pedagogical dynamics based on the use

of ICTs for teaching grammar.

Materials and methods

Detailed information regarding the methodological decisions that

support this research is presented below. The design of this research

is defined as descriptive, correlational and comparative. The

academic results of two sections of the Morphosyntax I course were

studied, one of which included peer tutoring, while the second

section used a traditional classroom methodology.

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The participants in the study were 55 university students who, at the

time the research was carried out, were taking the course

Morphosyntax I, which corresponds to the third semester of the

Pedagogy in Spanish degree and which, in addition, is part of the

core studies in the field of linguistic training of the learners. Of this

total, 25 students correspond to the experimental group (i.e.,

accompanied by peer tutors), while the remaining 30 correspond to

the control group.

The didactic experience that shapes this research was conditioned by

the health crisis that, for more than a year, has forced many

university institutions, both national and international, to implement

teaching-learning processes virtually. In this context, it was chosen

to integrate in the development of the course the methodology of

peer tutors in order to enrich the educational experience of students

(Valdés-León, Mendoza, & Galaz, 2017; Bustos-González, 2018;

Araneda-Guirriman, Obregón, Pérez, & Catari-Vargas, 2020).

In general terms, the experience corresponds to the development of

the second unit, which was carried out in four weeks. During this

time, students are expected to be able to strengthen their analytical

skills by identifying grammatical functions in incomplete sentences

(a topic addressed in Unit 1), but also to do the same with complex

structures, i.e., with the presence of clauses (following the

grammatical terms proposed by Juan Castro in 1992). For this

purpose, two short stories were delivered per week, taken from the

text Minimalario (Pinto and Chinto, 2017), one of which was

analyzed synchronously, while, the second, asynchronously, through

a learning capsule. The details of the experience are presented below

in Table 1.

Table 1. Organization of the didactic proposal

Week

Story

Format

Responsible

sec.1

Responsible sec.2

Pretest

anteater

deliverable

teacher

Teacher

crab

synchronous

teacher

elephant

asynchronous

tutors

teacher

dog

synchronous

teacher

dormouse

asynchronous

tutors

teacher

ladybug

synchronous

teacher

mouse

asynchronous

tutors

teacher

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rooster

synchronous

tutors

teacher

spider

asynchronous

teacher

Posttest

flea

deliverable

teacher

Data collection was carried out through two grammatical analysis

evaluations, one at the beginning and the other at the end of the

didactic sequence, which have been used as pre-test and post-test,

respectively. In each of them, one point was assigned for the correct

delimitation of each sentence, one point for the identification of the

elements subject, predicate, verb and complements, and one point

for the correct construction of the basic sentence/clausal scheme. An

example of this is shown in the following example Table 2:

Table 2. Scores assigned in grammatical analysis

Analysis

Example

Score

Delimitation of the

sentence

He spun a web and waited

patiently

O1: /weaved a spider's web/.

Elements

[the spider] spun a web

S: The spider

P: spun a spider web

V: knitted

CD: a spider web

Basic sentence

outline

EOB: something knitted

something

Basic clausular

scheme

ECB: not applicable

The first story, which deals with an anteater, had a total of 15 points,

while in the last one, which corresponds to the post-test, it was

possible to obtain a maximum of 22 points. However, due to the

logical progression of the contents, the second evaluation took into

account the identification of sentences and clauses, while in the first

one, only the sentence level was worked on. Because of the above,

we will perform the analysis in three instances:

a) Overall results between section 1 and 2 (pre-test and post-

test)

b) Results between section 1 and 2, considering only the

sentence level.

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c) Results between section 1 and 2, considering only the intra-

orational level (identification and analysis of clauses).

This decision responds to our interest in investigating the

pedagogical potential of the methodology used, i.e., the

accompaniment of peer tutors in virtual classes, considering the

possible incidence of this in the reinforcement of previously

addressed content and in the acquisition of new content.

Results

In this section, we will present the results of the work considering

the following points: first, the comparison of the percentage of

global achievement in the pretest, which evaluated only the orational

analysis; then, the posttest, where we took as a basis both the

orational, previously reviewed in the course, and the intra-orational,

new content for this second instance. Finally, the results of each

group are disaggregated, identifying whether there was

improvement, what was the performance in each item and the

comparison between students accompanied by tutors and those who

only had the support of the teacher.

Figure 1 shows the overall results of both sections. The achievement

in the pretest was homogeneous; however, the posttest showed that

section 1 maintained the achievement in the previously evaluated

contents, but did not reach 50% accuracy in the new item. On the

contrary, section 2 slightly decreased its accuracy in the orational

part, but obtained better numbers in the intra-orational part.

Figure 1. Overall pre- and post-test results

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Figures 2 and 3 show the variation in the results of each section

between the pre- and post-test, considering only the sentence level.

This had a maximum of 15 points on both occasions and had greater

complexity in its second measurement.

Section 1 (Figure 2) obtained positive results in the pretest, with an

average of 74.7% achievement. However, there was a large gap

between the highest (15) and lowest (3) achievers. Although the

average achievement of the posttest did not improve significantly,

reaching 75.1% achievement, it did yield much more homogeneous

data than in the first instance, as the scores fluctuated between 9 and

15 points despite the increase in difficulty.

Figure 2. Pre- and post-test results, sentence level in section 1.

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The results of section 2 (Figure 3) were similar to its peer in the

pretest, having an average of 75% achievement. However, this

decreased to 67.8% in the posttest. As in the previous case, there is

a gap between the minimum (4) and maximum (15) scores.

However, this did not narrow as in section 1, on the contrary, it

worsened (min. 5, max. 15), as those students who performed well

in the first instance tended to maintain or improve their scores, while

those who were in the average 60% or lower remained or dropped.

Figure 3. Pre- and post-test results, sentence level in section 2.

When comparing the overall results of the pre- and post-test in the

orational level, it can be concluded that the first group, supported by

peer tutors, tended to homogenize their results in the contents

previously reviewed, thus reducing the gap evidenced in the first

instance, while in the second group, supported only by the teacher,

the percentage of achievement decreased due to the accentuated

difference that increased between those who obtained the best and

worst results.

Figures 4 and 5 summarize the results of the posttest in both sections.

This evaluation had a total of 22 points and considered the analysis

at the orational level (maximum 15 points) and the intra-oral level

(maximum 7 points). Regarding section 1 (Figure 4), the percentage

of achievement was 41.3%, while that of group 2 (Figure 5) was

56.5%.

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Only 15.7% of the students in section 1 exceeded 50% achievement

in the exclusive exercises of the post-test. In this line, the work in the

group with peer tutors allowed homogenizing and strengthening

previously seen contents (Figure 2), but did not materialize in the

work of new contents.

Figure 4. Post-test results, intra-oral level in section 1.

As can be seen in Figure 5, students in section 2 performed better

than their peers in the intra-rater analysis. Of the total of 24 students,

62.5% exceeded 50% achievement on this item.

Figure 5. Post-test results, intra-oral level in section 2.

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Figure 6 summarizes the overall results of both sections, considering

the percentage of total achievement in the post-test, in which group

1 obtained 58.2% achievement, while group 2 achieved 62.2%. From

these data, it is evident that the section that worked only with the

teacher obtained better results with the new contents, while those

who were accompanied by peer tutors strengthened the concepts and

skills previously evaluated, but not with those considered

exclusively in the post-test.

Figure 6. Overall results for sections 1 and 2.

Discussion

One of the most valuable aspects of working with peer tutors has to

do with the richness that this type of experience usually represents:

on the one hand, they represent an effort to contribute to the

development of specific competencies or contents, generally related

to a particular subject; on the other hand, they also become an

instance that strengthens transversal competencies, such as, for

example, communication skills and critical thinking. Rubio (2009),

in addition to highlighting the contribution that this methodology

represents at the academic level, points out that "it improves their

self-esteem, develops social communication skills, independence

and commitment to their own development, which clearly

contributes to their process of insertion into the university context"

(p.10).

The formative-integral character that this modality acquires often

explains why it is a widely used pedagogical strategy to accompany

students during their first years of tertiary education (e.g., Bustos-

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González, 2018; Araneda-Guirriman, Obregón, Pérez, & Catari-

Vargas, 2020), a period that is usually very challenging in the

academic and socioemotional spheres.

In this sense, the research presented here takes on special relevance,

since it not only focuses on newly enrolled students, specifically,

third semester students, but also addresses a content that usually

represents a major challenge for future language teachers: learning

grammar (Cisneros, Chan & Druet, 2015). This focus favored that

the students' results in both instances (pre and posttest) evidenced an

improvement, but, above all, it allowed narrowing the gap between

the students who were part of this study, which coincides with the

findings of Made, Hasan, Burgess, Tuttle and Soetaert (2019).

In relation to the virtual nature of the experience, some recently

published works -and, therefore, framed in the health crisis- have

highlighted the importance of some aspects that are basic for success

in this modality, and that this research has taken into consideration:

existence of synchronous and asynchronous channels of

communication (Cotán, Martínez, García, Gil-Mediavilla, Gallardo-

López, 2020; Area-Moreira, Bethencourt-Aguilar, Martín-Gómez,

2020), proposal of tasks for autonomous work (Area-Moreira et al.,

2020; ) and permanent and effective feedback (García-Peñalvo,

Corell, Abella-García, Grande, 2020), among the main ones.

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