Understanding belief-need relationships in English peer tutoring: A pilot study with eight Japanese University students 

Namiko Sakoda
Nagako Matsumiya

This pilot study explored the relationship between learning beliefs and support needs among eight Japanese university students in English peer tutoring. Semi-structured interviews were analyzed using Ichikawa's Cognitive Counseling Framework. The analysis revealed multidimensional needs, including process-methodological and emotional-relational needs. Preliminary findings suggested possible links between cognitive beliefs and conceptual understanding needs, non-cognitive beliefs and practice optimization, and mixed beliefs and individualized support.

JACET 64th International Convention Selected Papers 12 

The Japan Association of College English Teachers (JACET)

12