This study examines learner perceptions into the use of Classwide Peer Tutoring (CPT) as an approach to conduct a mechanical exercise (ME). This research analyzed learner preferences between CPT and other methods of conducting MEs (i.e., oral MEs and written MEs), examined learner perceptions of CPT’s learning effectiveness, and also inquired into student perceptions of CPT’s peer corrective feedback (CF) approach. Forty-six Korean university students participated in this study by completing a survey after experiencing CPT, oral MEs, and written MEs over the course of nine lessons. The data were analyzed through chi-squared, goodness-of-fit tests and descriptive statistics. The results indicated the participants preferred CPT and perceived CPT as more interesting and motivating than the other ME methods. The results also indicated the participants perceived CPT to be more effective than alternative ME approaches. Lastly, the participants had positive perceptions of CPT’s peer CF approach and believed CPT’s peer CF approach was more effective than the CF approach in oral MEs.

I. Introduction
II. Literature Review
    1. Mechanical Exercises
    2. Classwide Peer Tutoring
III. Research Method
    1. Participants
    2. Procedure
    3. Data Collection and Analysis
IV. Results and Discussion
    1. Learner Preferences among CPT, WMEs, and OMEs
    2. Learner Perceptions of CPT’s Peer Corrective Feedback
    3. Learner Perceptions of CPT’s Learning Effectiveness
V. Conclusion and Limitations
References

• Andrew Garth(Dankook University)