I’m about to start work on a small-scale qualitative study to explore the motivational and learning benefits of (near) peer mentoring for a team of PhD student mentors. In my role as Head of Learning and Teaching Development in a UK university, I oversee a scheme in which PhD students are recruited and trained to act as essay, dissertation writing and language advising one-to-one mentoring tutors to undergraduate and Masters students. The scheme is underpinned by a Vygotskian perspective whereby it is assumed that learners advance their thinking and understanding through interaction with a more competent peer (see for example, Mynard & Almarzouqi, 2006). Our evaluation processes indicate that the scheme is highly valued by UG and PGT students. However, we know little about any benefits for the PhD students who act as mentors and so I’m hoping to be able to shed a little more light on these.
Mynard, J. & Almarzouqi, I. (2006) Investigating peer tutoring. ELT Journal 60 (1), 13-22.