Didactics of grammar: an experience with peer tutors in a virtual modality
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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
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