Mutual Learning and Reading Comprehension in a Highly Diverse Setting

Abstract

Mutual Learning is understood as a reciprocal process in which knowledge is co-constructed through joint engagement. This chapter investigates how learners mutually construct knowledge through peer scaffolding during text based reading tasks. Four research questions guide the analysis, focusing on the occurrence, patterns, and learning potential of peer scaffolding interactions, as well as the influence of learner pair composition. Peer scaffolding occurred in all pairs, despite generally low to medium language proficiency. Its quality varied substantially, with the most productive scaffolding emerging in pairs showing balanced engagement and strong mutuality. Bidirectional scaffolding provided favorable conditions for mutual learning and knowledge convergence, whereas passive or unequal engagement hindered these processes. The findings highlight the importance of preparing learners with strategies that support mutual learning.