2026 IJRSE – Volume 15 Issue 19
Available Online: 3 August 2026
Author/s:
Alpanta, Annie R.
Davao del Sur State College, Philippines (annie.alpanta@deped.gov.ph)
Abstract:
This qualitative phenomenological study explored the lived experiences of peer tutors in teaching language to learners with special needs. It aimed to understand how tutors facilitated language learning while managing multiple roles and responsibilities. Peer tutors were purposively selected based on academic performance, willingness to serve, and parental consent. Findings revealed that peer tutoring is not only an instructional method but a transformative educational approach that fosters inclusion, empathy, and reciprocal learning. The study highlighted the importance of integrating peer tutoring into inclusive education programs, emphasizing the need for training in adaptive teaching strategies, communication, and emotional support. It also affirmed the role of peer tutoring in promoting the holistic development of both tutors and learners, consistent with social constructivist principles of collaboration and shared meaning-making. Recommendations include institutionalizing peer tutoring within the Department of Education’s inclusive education initiatives and providing training and resources for tutors. School heads should nurture inclusive environments and sustain programs through mentorship and recognition. Teachers are encouraged to model inclusive practices, guide peer tutors, and collaborate with parents in supporting learners’ growth. Peer tutors should reflect on their experiences for continuous improvement, while learners with special needs should be given opportunities to participate actively in peer-assisted activities that build confidence and communication skills. Overall, the study emphasized that cultivating empathy, adaptability, and reflective practice among peer tutors strengthens inclusive, engaging, and effective language instruction for learners with special needs.
Keywords: peer tutoring, inclusive education, learners with special needs, language learning
DOI: https://doi.org/10.5861/ijrse.2026.26314
Cite this article:
Alpanta, A. R. (2026). Peer tutors’ experiences in tutoring and teaching language on learners with special needs. International Journal of Research Studies in Education, 15(19), 47-62. https://doi.org/10.5861/ijrse.2026.26314