Exploring tutoring and learning gains for learners of Arabic

Abstract

The present study examined the link between tutoring sessions and students’ learning of Arabic. The language tutor in this study spent one semester with a beginner level class of Modern Standard Arabic (MSA). Tutoring logs following each session were used to explore the extent to which these sessions could be linked to learners’ performance in the class. Findings showed a positive and significant, albeit moderate, correlation between the number of tutoring sessions each student attended and their final grade. The analysis of the logs (n = 174) also showed that vocabulary usage, pronunciation, reading, and grammar were the most frequently requested topics during the tutoring sessions. Additionally, the logs showed that students sought tutoring around exam times. These findings offer various ways to reflect on how students utilize language learning resources, including interactions with a native-speaking tutor.