The use of peer teaching in the language classroom offers a creative way for
students to participate more fully in the learning process. Previous studies have
reported that peer taught lessons bring benefits such as improved motivation,
enhanced learning, and authentic communication. This article evaluates the
practice of peer teaching by examining classroom interaction to see how these
benefits are produced. It focuses specifically on the discourse generated by
Japanese university students as they worked together during peer taught lessons.
Classroom interaction was recorded and considered in terms of its instructional
value. Excerpts of interaction presented in the article reveal how the student￾teachers encouraged participation and thought carefully about how to assist
and support their peers. By fostering discourse that was collaborative in nature,
peer teaching gave rise to learning opportunities relating to lesson content and
language development.

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Perpustakaan FITK Pusat

Tersedia

• A discourse-based evaluation of a classroom peer teaching project

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