摘要：AbstractUniversity students often possess insufficient metacognitive skills to self-regulate their learning adequately. This study investigates the impact of reciprocal peer tutoring (RPT) on students’ adoption of metacognitive skills and on their approach to metacognitive regulation. A quasi experimental pretest-posttest design was adopted, involving an experimental (n=51) and two comparison groups; CG1 (n=24) and CG2 (n=22). Experimental students participated in the RPT-intervention. Students’ regulation was assessed using think-aloud protocol analysis. Results indicate that RPT-students increasingly use metacognitive orientation, monitoring, and evaluation at posttest; evolutions which are not shown in the comparison groups. Significant effects on students’ metacognitive planning could not be distinguished. Despite a significant evolution towards more deep-level comprehension monitoring for RPT-students, all participants’ metacognitive regulation remains dominantly low-level.
