Understanding and Enhancing the Peer Support System for International Students

Abstract

This study explored international tutoring pairs’ strategies in managing tutoring activities and responding to challenges. After a preliminary survey was conducted, individual workshops and follow-up interviews were conducted with nine tutor-tutee pairs in a peer tutoring system for international undergraduates at a Japanese university. All textual data underwent qualitative content analysis, including phases of inductive coding and deductive coding using Topping and Ehly’s (2001) five-subprocess framework. The results revealed diverse interaction patterns and sources of satisfaction and dissatisfaction in tutoring activities. The findings suggest the importance of concrete orientation explanations and guidance tailored to diverse characteristics of tutor-tutee pairs.