This qualitative study explored the effectiveness of the peer-teaching method within a college-level English-as-a-second-language classroom. The teaching that occurred in two classrooms was compared. One class used the peer-teaching method and the other class used a teacher-centered model. An analysis of classroom discourse showed how peer teachers used similar approaches to teaching content as the teacher. However, peer teaching provided more opportunities for participants to negotiate meaning. Examination of pre- and posttest scores indicated that the students in the class who used peer teaching performed at the same level as the students in the teachercentered class. Also, the study included some benefits and challenges of using peer teaching from the participants' perspective. The purpose of the study was to raise awareness among educators of the potential applications and benefits of peer teaching within an educational setting and to identify areas that may require improvement.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 52/05M(E), Masters Abstracts International|
|Subjects:||Linguistics, English as a Second Language, Adult education|
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