After examining several conceptual elements of peer-assisted learning and peer tutoring, this article presents a study analysing the effects of peer tutoring — with fixed and reciprocal roles — in the improvement of curricular competence of Catalan language skills, self-concept as a writer and satisfaction with pedagogical assistance. The results, using curricular competence improvement as a control, show an increase in self-concept as a writer for all students who were given the opportunity to act as tutors; either in fixed or in reciprocal role tutoring. Only fixed tutees, but not reciprocal tutees, feel more satisfied with their peer tutors than with the teacher's help.
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