Abstract
Reciprocal Peer Tutoring (RPT) is a learning paradigm characteristic of collaborative interaction between learners with alternating tutor-tutee roles. In recent years, robot-assisted language learning (RALL) has gained traction by its wide application for learning language skills, such as speaking or writing, using social robots. Our work aims at exploring the effectiveness of RPT in learning Kazakh as a second language with the help of two robots acting either as a tutee or a tutor. To this end, we piloted a within-subject experiment with 21 children aged 8 and 9 years old from a primary school with Kazakh and Russian languages of instruction. The results show that the tutor robot was more effective in terms of learning gains, while the tutee robot brought positive emotional experiences.