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.

وشه‌ بنچینه‌ییه‌كان

Annis, L. F. (1983). The processes and effects of peer tutoring. Human Learning,
2(1).39-47.
Bonwell, C. C. and Eison, J. A. (1991). Active Learning: Creating Excitement in the
Classroom. Washington, D.C.: ASHE-ERIC Higher Education Reports.
Boz Yaman, B. (2017). A multiple case study: What happens in peer tutoring of calculus
studies? International Journal of Education in Mathematics, Science and Technology. 1-
20.
Bradford-Watts, K. (2011). Students teaching students: Peer teaching in the EFL
classroom in Japan. The Language Teacher, 35(5). 31-35.
Butchart, S., Handfiled, T. and Restall, G. (2009). Using Peer Instruction to teach
Philosophy, Logic and Critical Thinking. Teaching Philosophy, 32(1). 1-40.
Cortright, R. N., Collins, H. L. and DiCarlo, S. E. (2005). Peer instruction enhanced
meaningful learning: ability to solve novel problems. Advances in Physiology
Education, 29. 107-111.
Dangwal, R. and Kapur, P. (2009). Learning through teaching: Peer-mediated
instruction in minimally invasive education. British Journal of Educational Technlogy,
40(1). 5-22.

Dumont, A. (2013). Peer Instruction to learn English. A paper presented in the
International conference “ICT for Language Learning” 6 th edition, Novemebr 14 th -15 th ,
2013. Florence: Italy.
Eryilmaz, H. (2004). The Effect of Peer Instruction on High School Students’
Achievement and Attitudes toward Physics. Doctoral Dissertation, Middle East
Technical University.
Fagen, A. P., Crouch, C. H., and Mazur, E. (2002). Peer Instruction: Results from a
Range of Classrooms. The Physics Teacher Journal, Vol. 40. 206-209.
Gok, T. (2012). The effects of peer instruction on students’ conceptual learning and
motivation. Asia-Pacific Forum on Science Learning and Teaching, 13(1). Article 10. 1-
17.
Grubbs, N. and Boes, S. R. (2009). The Effects of the Peer Tutoring Program: An
Action Research Study of the Effectiveness of the Peer Tutoring Program at One
Suburban Middle School, 16(1). GSCA Journal. 21-31.
Johnson, K. and Johnson, H. (1989). Encyclopedic Dictionary of Applied Linguistics.
Oxford: Blackwell Publishers Ltd.
Lelis, C. (2017). Participation ahead: Perceptions of Masters’ degree students on
Reciprocal Peer Learning Activities 10(2). Journal of Learning Design. 14-24.
Mauricio, J. G., Lujan, H. L., and DiCarlo, S. E. (2006). Peer instruction enhanced
student performance on qualitative problem-solving questions. Advances in Physiology
Education, 30. 168-173
Mazur, E. (1997). Peer Instruction: Getting Students to think in class. Proceedings of
ICUPE. 981-988.

Miquel, E. and Duran, D. (2017). Peer Learning Network: Implementing and Sustaining
Cooperative Learning by Teacher Collaboration. Journal of Education for Teaching. 1-
12.
Nunan, D. (1999). Second Language Teaching and Learning. New York: Heinle &
Heinle Publishers.
Porter, L., Lee, C. B., Simon, B., and Zingaro, D. Peer Instruction: Do Students Really
Learn from Peer Discussion in Computing? In proceedings of 7 th International
Computing Education Research Workshop, 2011.
Richards, J. C. and Schmidt, R. (1985). Longman Dictionary of Language Teaching &
Applied Linguistics (4 th edition). London: Pearson Education Limited
Topping, K. J. (1996). The Effectiveness of Peer Tutoring in Further and Higher
Education: A Typology and Review of the Literature 32 (3). Higher Education. 321-345.
Whitman, N. A. Peer Teaching: To Teach is To Learn Twice. ASHE-ERIC Higher
Education Report No. 4. Washington, D.C.: Association for the Study of Higher
Education, 1988.
Zambrano, V. V. and Gisbert, D. D. (2017). Teachers’ Expectations of Peer Tutoring
Program: Initial Explicit Representation, 20 (2). British Journal of Education, Society &
Behavioral Science. 1-8.