In the AI era, the increasing use of AI has raised concerns about how human-centred pedagogies can foster critical thinking skills. This talk re-evaluates a university peer tutoring speaking programme in a multilingual context in Hong Kong, originally designed as out-of-class support for assignment-related speaking tasks, to explore how human peer interaction can help students develop critical thinking skills. Drawing on empirical data from evaluation questionnaires (n=22), tutor reflections (n=3) and in-depth interviews (n=4), this paper investigates the perceptions of tutees and tutors. Findings reveal that peer dialogues support the development of spoken fluency and confidence, and the tutors’ sceptical views of AI-mediated language tools are grounded in concerns about accuracy, loss of individual voice and data privacy. These findings offer practical and actionable insights for programme improvement and point to the need to redesign peer tutoring so that it explicitly develops students’ capacity to interpret and integrate feedback from multiple sources, including AI, while reserving human peer interaction for cultivating higher-order capacities. It is suggested that peer tutoring could be redesigned as a three-stage model: pre-session AI-generated feedback, in-session dialogic critique, and post-session integration and reflection.

Authors:
Angus Cheung, Hong Kong Baptist University, Hong Kong

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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