جۆری توێژینهوه : Original Article
نوسهران
1 Department of English College of education University of Garmian
2 Ministry of Education, Kalar, Kurdistan Region, Iraq
پوخته
The present study is aimed at introducing the idea of “peer teaching”, a student-
centered instructional method that can engage students during class and outside the class
to reveal common misunderstandings. The study also talks about the guidelines and
purposes of implementing the method, and benefits and difficulties of its implementation
in English language classes. Data were collected through open-ended questionnaires
distributed among Kurdish students majoring English language at University of Garmian
and English language teachers at both Garmian and Raparin Universities.
The study findings show that the participants have positive perspectives towards
implementing peer teaching in EFL classes to enhance students’ learning and language
abilities. The teacher participants have neutral responses on using the method in the past.
They also mentioned a group of benefits of the model and a number of barriers to its
implementation in college classes. Moreover, the student participants welcomed the
model and considered it as important as they relied on when they couldn’t understand
teachers’ explanation and missed a session. Likewise, they asserted its usefulness for
students who teach and are taught. Finally, students have different views on whether
peers’ or teacher’s teaching more influential is. Most of them rely on peer teaching when
necessary, though they think the information students acquire the knowledge from
teachers’ teaching then use it in peer teaching. While, a small number prefer peer
teaching to teacher’s teaching.
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