Mentors in Action: Traversing the Journey of Honor Students as Language Tutors in Peer- assisted Study Sessions

This qualitative research investigated the lived experiences of fourteen honor students who were working as language tutors in the Peer-Assisted Study Sessions (PASS) program. Through in-depth interviews and focus group discussions, thematic analysis uncovered three major categories: their experiences, coping mechanisms, and reflective insights. Participants described difficulties such as grammar accuracy, pronunciation, and linguistic complexity, while adopting strategies like media-assisted learning and contextualized teaching. Reflections indicated changes in teacher identity and enhanced learner diversity awareness. Peer tutoring in the study is concluded to promote both pedagogical development and professional growth, advocating for systematic training and mentorship in preparing future teachers.