Date

12-2024

Document Type

Capstone Project (Open Access)

Degree Name

Bachelor of Science (B.S.)

Department

Human Development & Family Science

Major

Human Development & Family Science

First Advisor

Kimberlyn Forté

Abstract

To fulfill general education requirements, many college students must study a language other than English for academic and professional development. However, at California State University–Monterey Bay, language tutors stated that students often feel overwhelmed and struggle to stay motivated while studying their target language. Based on Vygotsky's Sociocultural Theory, a workshop was conducted to explore common challenges students face and how tutors can address these issues. Findings show the importance of recognizing and managing emotional states and establishing SMART goals during tutoring sessions. An individualized approach based on the Zone of Proximal Development proved essential for fostering peer-student motivation and collaboration. By guiding sessions to meet specific needs, tutors built strong foundations of support using a variety of tools, enhancing peer collaboration and language learning outcomes.

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