【Teaching Practice Report】

Students’ Opinions About Peer Teaching
Devon Arthurson
Abstract
Peer-teaching allows students to teach their classmates to not only deeply explore the topic that they are teaching, but
to also develop their empathy, motivation, communication, group-work, and time-management skills. Furthermore,by incorporating a reflective component into the activity, students can have more awareness of the benefits and about
how the experience may help them in their futures. Over a 10-week period, two classes prepared, participated in,and then reflected on the activity of teaching their classmates. This study will explore the data from the students’reflection papers. The students wrote about the experience of teaching in regard to what they learned, how theexperience will help them in the future, advice they would give to others about peer teaching, and if peer teaching
was a positive or negative experience. Also, possible ways for instructors to use peer teaching will be discussed, as
well as the benefits to instructors about knowing more regarding students’ opinions about teaching practices.
Keywords: peer teaching, students teaching students, student voices

Introduction
This paper will examine students’ opinions about teaching their peers. Peer teaching canfoster learner autonomy and increase students’ knowledge of the content being taught (Benson,2011). Moreover, other skills can also be developed, such as time management, group work, andcommunication. Many teachers and instructors may see the value in peer teaching; however, if
learners do not see the value in the activity, peer teaching may be seen as a burden of only negative
aspects. This study will present students’ opinions about peer teaching and what they learned frompeer teaching. The project and data from the students’ reflection papers will be presented. The study’s
strengths and limitations will be discussed. For those instructors interested in using peer teaching inlessons, this paper also provides some suggestions or activities that can be used or adapted for theirown practice and students.

Literature Review
Peer teaching in ESL and EFL in Japan seems to be an area that is not often explored in practice or
research. However, two studies have shown the benefits and positive results of using peer teaching in
English language learning. In a study done by Bradford-Watts (2011), peer teaching was implemented
at a compulsory English oral communications course at a university in Kyoto. The students reported
13 benefits of the experience as goal-setting, planning, cooperation, and communication. According to
Bradford-Watts, “it would appear that peer teaching is an effective means of student-centered, sociallyconstructed instruction for the foreign language classroom” (p. 34). Though not in Japan, a peerteaching study of English education students at an Indonesian university presented similar benefits,
and further included additional benefits with improved teaching skills, increased confidence, andmore peer interaction (Sunggingwati, 2018). According to Sunggingwati, “Peer teaching is considered
as an effective way of learning” (p. 150). Other benefits of having students control the planning of theclassroom activity can result in increased language learning and autonomy (Benson, 2011, p. 164). To
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further make the activity more meaningful to the learners, it seems that incorporating reflecting on
the experience is significant. A study by Deacon and Croker (2006), done in Japan of an English classwhich used peer teaching, emphasized that student reflection of the process was noted as an importantcomponent of peer teaching (cited in Benson, 2011).
However, further literature clearly stating the practice and benefits of peer teaching seems
limited. More literature is present about learner-autonomy-fostering activities such as peer mentoring,or tutoring with a student who is more of a mentor, with advanced skills than the other student or
students (Lingley, 2017). Peer feedback and review activities also appear more commonly, with two
students checking each other’s language abilities in writing activities (Lee, 2010; Yakame, 2005).
Peer teaching does frequently appear in relation to collaborative and cooperative learning as ways of
implementing the activity (Rienovita et al., 2018; Sunggingwati, 2018; Whitman & Fife, 1988). In the1988 report Peer Teaching: To Teach is to Learn Twice, Whitman and Fife state, “In seeking to describe
the psychological basis for the benefits of peer teaching, no general theory to account for observablebenefits has been presented” (p. 27). In addition, Benson refers to peer teaching as “experiments”
which are difficult to measure in regards to learning gains (p. 167). Peer teaching research does
appear more often in other fields such as medicine, but there is limited published information related
to EFL or ESL. Nonetheless, what does exist states it is a positive activity, though it appears lacking
in unification and data, particularly student voices.

Design and Procedure
This section will outline the design and procedure of the peer-teaching project. For two university
classes, students were required to work in groups of four to five to teach their classmates for one lesson
as a mid-term project. A detailed outline of the steps of the project will be presented to hopefully giveother instructors or teachers suggested ways to introduce peer teaching into their lessons, which canbe adjusted to fit the needs of the teacher and students, in addition to the course’s aims. The following
table is the schedule of activities leading up to and during the peer teaching activity and assignment
deadlines.
Table 1
Class Schedule for Peer Teaching
Lessons

Activities

Lessons 1-9

The instructor modeled the structure of the classes.

Lesson 10

Students received the peer-teaching assignment and discussed their ideal classroom activities.

Lesson 11

Students’ individual presentation activity based on another assignment was done. At the end of thepresentations, students were assigned to their groups and chose the lesson to teach.

Lesson 12

Planning time to work on the lesson outlines, slides, and to find other teaching materials. Instructor feedback
and advice was given during the lesson. By the end of the lesson, students were expected to send a draft oftheir lesson outline.

Lesson 13

Students revised their outline draft based on instructor feedback and continued the planning process. At theend of the lesson, students submitted the outline and slides so the instructor could set up their lessons andmaterials on the class’ shared drive.

Lessons
14-19

Groups peer-taught the lessons. After the lesson, those who were not peer teaching were required tocomplete an entry in a reaction table in response to their classmates’ lesson. Those who taught worked on
their reflection papers.

Lesson 20

The reflection paper was due.

Lesson 21

The reaction table was due.

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The planning process began in lesson 10, after students were taught nine lessons most ofwhich followed the same structure, when students received the peer-teaching assignment which
outlined the structure for lessons 12 to 19. They were also given the due dates for the three partsof the assignment: (a) planning and teaching activity, (b) reflection paper about the peer-teachingexperience, and (c) reactions to each lesson that their peers taught. Also in lesson 10, students were
given examples of possible pair, group, and class activities, and asked to decide which they felt wereideal. They shared that pair interviews, group discussions, and vocabulary quizzes would be best.
In lesson 11, students were assigned to their groups, which had on average four members. Students
used an outline to plan their lessons, and this was completed and submitted before the deadline at theend of lesson 12. Please see the Appendix. This outline included the assigned lesson, learning goals,
ways to achieve the goals, materials such as videos or articles that the students felt could help theirclassmates understand the topic more deeply, and classroom activities that could help with criticalthinking and to synthesize the topic being taught. Students were also given a slide template the sameas the instructor used to create their own slides that would help guide their lessons.
The first part of the peer-teaching assignment put emphasis on not only the actual teachingaspect, but also on preparation time and research about the topic being taught with supplemental
materials other than the textbook. Students used the textbook which was the basis for most of thecontent used from the beginning of the class. Using a textbook which students were familiar withcan lessen the decision making done regarding topics and activities. Students were also given theanswer key for the unit that they taught. In regards to language usage, students taught the lesson
completely in English. However, during the planning time, Japanese could be used, but since there
were international students in the classes from countries such as China, Taiwan, and Korea, somegroups also did the planning using English. In these cases, students seemed to become more familiar
with the English related to the topic being taught.
Each group was responsible for teaching their peers, but within each group, members would
be responsible for certain activities in the lesson, such as the textbook reading, textbook activities,
question-and-answer checking, presentation of discussion questions, and eliciting comments aboutgroup discussions. The activity seems to increase unity within the groups, as they were required towork with the same peer-teaching members not only when teaching, but also when being taught by
their classmates, as students sat in groups. Those teaching were required to teach for 90 minutesof the 100-minute class. At the beginning of the lesson, the instructor took attendance, and after thepeer-taught lesson finished, the remaining time was for students to work on the lesson reactions
or teaching reflections. Each peer-taught lesson seemed to go quite smoothly, with those teaching
adhering to their outlines and those being taught mostly focusing on the lessons. In the second partof the peer-teaching assignment, the peer teachers were required to reflect on the experience. Their
reflections will be discussed more extensively in the Data Collection and Analysis section.
The third part of the assignment was when the students who were not peer teaching wererequired to write a reaction about what they learned from the peer-taught lesson. They also wrote
about the things they liked about peer-teaching groups, or things that they would like to do when theypeer teach based on the peer-teaching group’s practice. This enabled students when receiving a peertaught lesson to think more deeply about the experience, share what they felt were the classmates’
strong points, and perhaps even incorporate their students’ teaching practice into the lesson that theywould teach if they had not yet peer taught a lesson. In Lesson 21, students were required to submit
the table, which contained three to four rows based on the number of times that they received a peertaught lesson.
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Hopefully the above project provides a guide that could be modified for students of different ages
and classes with varying levels of English proficiency. Furthermore, it appears that peer teaching insmall groups, rather than in pairs or individually, allowed for students to share the responsibility andlessen the anxiety of teaching. In the groups, the members all seemed to be active in the preparation
process and had equal roles as teachers. So it is suggested when using peer teaching, particularly if itis the first time for the class, to use groups. It seems that as long as students have an understanding of
the lesson’s structure, a clear outline for the expectations of the activity, adequate instructor support,
and time to prepare, peer teaching can be a positive experience.

Methodology
Participants
The 35 participants were from two different classes at a liberal arts university in Tokyo during
the 2019–2020 Fall semester. The study gathered data from the 36 of 38 students who were present
for the final class when a consent form was given to ask for permission to use their reflection papers.
One student was absent on the day assigned for peer teaching, so was unable to contribute data.
The first class was a mandatory advanced English presentation class for first-year interculturalcommunications. Most of the 21 students were returnees having TOEIC scores of over 700. Thesestudents had also been together in the previous Spring semester and were taught by the same
instructor. The second class was an elective cross-cultural communications class for 15 second- tofourth-year students from various faculties. This semester was the first semester that all the students
had studied together. Most of the students in the elective class had lower English proficiencies than
the first-year students. Both the classes met twice a week for 100-minute lessons for 14 weeks.
The two classes were not focused solely to learn English skills but to gain academic content
through English and learn about various issues across different cultures. For example, the textbook
topics ranged from overfishing to renewable energy, economic equality, telecommuting, social media,
body language and customs, individualism, politeness, and communication styles. This is important
to note because it appears that most literature about peer teaching in an EFL or ESL setting is forskill-based lessons.

Instruments
The instrument used to collect data was a reflection paper, the second part of the peer-teachingassignment. Again, as noted by Decon and Croker (2006), reflection can be useful in peer teaching(cited in Benson, 2011). The section of the paper focusing on peer teaching was comprised of the
below prompts, which were to be answered in a paragraph:1.
Things you learned from teaching2.
Ways the experience will help you in the future3.
Advice you would give others about teaching4.
Reasons it was a positive or negative experience
All responses were written in English. The students’ responses were divided into the four
prompts and then coded for themes. The prompts were to explore the values students perceived
from the activity, how peer teaching may help them outside of the classroom in other activities and intheir future, their advice for other students about peer teaching, and their opinion of the experience.
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It seems it would be valuable to learn not only students’ reflections but more about how students
connect peer teaching to their futures, as this could give more merit to the activity. In addition, to
continue the teaching component, asking their advice to share with other students, as well as the
instructor, was significant, as it could guide future classes that incorporate peer-teaching activities
and the instructor’s teaching practice.

Data Collection and Analysis
As this was not a survey, it is important to note that there were challenges in the data analysis.
Due to the differences between the proficiencies of the two classes, and even amongst the students
in each class, there were variations in the data gathered from the reflection papers. It appeared thatsome students did not clearly understand the prompts, while some directly answered the prompts oreven gave responses that could be interpreted for multiple prompts. Also, for some of their answers,
there was an overlap with the answers, and multiple answers for each prompt were also possible.
During the literature review, few articles shared student voices about teaching their peers.
According to the 2005 report Research as empowerment?, “Research is a competitive activity and it
can be hard to share power” (Toronto Group, p. 17). Bogdan and Biklen (1998) define giving voice
as a way to empower groups that might not have the opportunity to share (as cited in Ashby, 2011).
It seems that presenting students’ qualitative data is a positive way to share power with learners byproviding a site for their opinions to be shared with a wider audience other than just their teacher. The
following section will focus on giving voice to the participants’ opinions in their own words. At times,
their English is not always grammatically correct, but it is understandable.

Findings
Prompt 1
Students answered that the things they learned from teaching were primarily teaching skills,
the importance of student engagement, and communication skills, as can be seen in Figure 1. The
need to be prepared, consider the lesson from the learner’s perspective, and to have confidence whenteaching were also shared. Some shared that there were challenges to peer teaching.

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Figure 1
Participants’ Responses to Prompt 1
1. THINGS YOU LEARNED FROM TEACHING
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ThemesOf the 11 responses for Teaching Skills, below is a selection of direct student responses:• By being a teacher of the English class, I was able to learn that the teacher should be patient until
the students to be[come] quiet before moving onto the next section. This is really important, since[the] teacher should not leave any student behind, and be responsible of making them understandthe content.
• [The] teaching activity was difficult for me. I had many mistakes and the things I regret. HoweverI think accepting my mistakes and practising hard with confidence is the good way to help me in
the future.
Student engagement, particularly the challenges of keeping their classmates attention, was also
perceived as an important thing learned from peer teaching, with nine responses. Below is a selectionof direct student responses:• [M]aking the students active is important.
• [D]ifficult to attract the audience’s attention.
• Some of the students participated in the class actively and we actually felt their passion. However,there were also some students seem[ed to be] not interested in our class; they were chatting or
using phones.
• [I]t was quite challenging for me to make students concentrate and enjoy the class. Their focus
didn’t last for long; hence, teachers are required to make students enjoy the class.
Two students responded that atmosphere creation was learned from the peer-teaching experience.
The response of a student who taught a lesson about overfishing is as follows:• We thought the atmosphere of the classroom was important, so we decided to play music related
to [the] ocean, yet everyone knows. Consequently, the atmosphere was great and they focused on
their work.
The data appears to indicate that these students viewed the teacher as not just needing theknowledge of the topic under study, but the ability to engage students by gaining their attention and

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STUDENTS ʼ OPINIONS ABOUT PEER TEACHING

trying to motivate them. They viewed that learning the importance of good communication skills,
utilizing supplemental learning materials, and creating an environment where the students could be
comfortable learning could all increase the learner’s motivation. Having confidence aided throughsufficient preparation, and considering lessons from the learner’s perspective, such as ensuring
students clearly understand what the teacher is conveying, was also viewed as significant.

Prompt 2
Students shared 13 different ways that they felt the experience of peer teaching would help themin the future, as can be seen in Figure 2.
Figure 2
Participants’ Responses to Prompt 2
2. WAYS THE EXPERIENCE WILL HELP YOU IN THE FUTURE
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The following are a selection of student responses, which range from the application of teachingskills, the most frequent theme, in other settings such as a part-time job or club activity, to a deeper
understanding of the fundamentals of teaching.
• Since I am thinking to apply for a part-time job of a teacher at [a] cram school, this experience
will be helpful for me to keep in mind [of] how I can engage with students and create a fun, active
and motivational class.
• The experience will help me in the future when I am teaching others during the circle [activity].
Since I belong to the hula circle and I have been dancing for more than ten years, I have a lot ofchances to teach and give some advice to my friends [about] how to dance. Because of this, I want
to improve my teaching skills so they will understand easier. Since I had improved my teachingskills [a] little bit, I would like to try to teach others more.
• I think it is important to not only saying the word but also let everyone remembering a new thingin during the class.

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第1巻 （JOURNAL OF MULTILINGUAL PEDAGOGY AND PRACTICE, VOL. 1）• To make the students focus in the lesson is definitely the most important aspect in teaching a class.
The second most frequent theme was preparation. Students shared that preparing adequately forthe peer teaching activity influences their understanding of the requirements for teaching, in addition
to improving their teaching abilities. The following is a selection of student responses:• However after standing in the opposite position it made me recognize how tough planning classes
are as a teacher. I believe it will help me massively in the future.
• The 1 point is that preparedness is highly important. The reason is that I thought [it] is that there
are many factors to organize the class well. For example, confidence, [a] loud voice, eye contact
and etc. All of that is caused by good preparedness. Good preparedness leads [to] confidence. So I
think preparedness is very important in some aspects even [in the] future.
Empathy also appeared as a theme in the ways that peer teaching would help students in their
future, by providing them with a deeper understanding of the teacher’s perspective. This could
potentially change their future behavior as students. Below is a selection of direct student responses:• We had this chance to observe the classroom from a teacher’s perspective and realized that beinga teacher is definitely not easy work.
• Moreover, this experience would help me by changing [my] attitude toward[s] classes. I could
understand how hard it is to lead classes from the teacher’s point of view, which makes me joinclasses more actively.
• [F]rom now on I will be able to have a new perspective. When I take classes I am now able tothink of the teacher’s point of view.
In answering the above prompt, students had the opportunity to consider the ways that they felt
peer teaching could benefit them in their futures, potentially adding more value to the experience.

Prompt 3
This section focuses on how students would advise other students in the process of peer teaching.
When the answers were first examined, it seemed many might be under the umbrella of teachingskills. However, in further analysis of the responses to this prompt, the students provide more detailed
explanations of what they believe constitutes good teaching skills as ways to successfully engage andcommunicate with students. Therefore, instead of “teaching skills”, student engagement, preparation,group work skills, and communication skills appear with the most frequency in the students’ writing,as can be seen in Figure 3.

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STUDENTS ʼ OPINIONS ABOUT PEER TEACHING

Figure 3
Participants’ Responses to Prompt 3
3. ADVICE YOU WOULD GIVE OTHERS ABOUT TEACHING
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ThemesIn regard to student engagement, below is a selection of direct student responses:• Based on this teaching experience, I would advise others to increase engagement with students
and create an active-learning class. Because I believe motivation is the key for students to have[a] positive attitude to learn about new things.
• [Y]ou should think about how to make students interested in the topic that you are going to teachbeforehand.
• [A]dvice I would give others about teaching is to make students participate during class.
• To make the students focus in the lesson is definitely the most important aspect in teaching a class.
Preparation appeared the second most frequently in the student responses. In regard to student
preparation, below is a selection of direct student responses:• I learned that enough preparation is important.
• What I would give others [advice] about teaching is that just prepare and practice.
In regard to communication, students shared an understanding of the importance of non-verbal
skills as well as the volume and tone of voice to communicate more effectively. Below is a selection of
direct student responses:• I think if we managed the class with [a] smiling and high tone, students took the class [with]more interesting. … I have to be strict and give instructions politely and easily.
• I recommend that when you are teaching, please have eye contact with your students and also
increase your speaking volume.
• To be a good teacher, except having enough professional knowledge of educating, we realized thatthe ability of taking interactions with students is also important.
Other themes students viewed as significant were being confident, calm, and patient. This canbeen seen in their direct responses as follows:• I would like to give advice to students whose going to teach others not to be afraid.

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第1巻 （JOURNAL OF MULTILINGUAL PEDAGOGY AND PRACTICE, VOL. 1）• And I would say, the fact which you should be patient should be an advice to others considering
that, including myself[,] many of us tend to rushed the class.
• So if I need to give advice about teaching I would suggest[to] be calm and methodical.
Students’ responses to the above prompt provided a deeper understanding of their perceptions ofwhat they believe constitutes good teaching practice.

Prompt 4
This prompt’s responses are divided into two sections. Most of the students directly answeredthat the experience was positive and gave reasons. Nonetheless, some students did not provide a
direct answer but gave reasons which seem to indicate the experience was positive. This section will
explore the responses that directly answered that peer teaching was a positive experience, which
can be seen in Figure 4. The theme that appeared the most frequently was teaching skills, which wasshared by 10 students. It is important to note that students expressed that they did not only learn
skills regarding ways to better interact with and motivate students, but also shared that they enjoyed
the experience and may even pursue teaching as a career.
Figure 4
Participants’ Responses to Prompt 4 as a Positive Experience
4. REASONS IT WAS A POSITIVE OR NEGATIVE EXPERIENCE: Positive (24 STUDENTS)
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Themes

A selection of the students’ responses is below:• By being a teacher of the English class, I was able to learn that the teacher should be patient until
the students to be quiet before moving onto the next section. This is really important, since [the]teacher should not leave any student behind, and be responsible of making them understand thecontent.
• It was a positive experience because I learned about how to teach, and it will be very helpful forme if I become a teacher in the future.

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STUDENTS ʼ OPINIONS ABOUT PEER TEACHING• By experiencing teaching in front of the class today,..., [I] could realize how amazing andpleasure[able it is] when students react actively.
• The positive point was that I could enjoy teaching because it was the first time to teach in English.
• I felt teaching experience was positive and valuable because I became more interested in teachingothers and I learned that even though it is not easy to teach others but I felt it was worth doing it.
• Overall, I thought [a] student-led class was a positive experience because even though I always
teach junior high school students as a part-time job, giving a lecture to university students was[a] totally different experience than I expected. In this way, I have come to consider that teachers
have to be flexible with the way of teaching and the ages of students.
The second most common theme was increased knowledge of the topic taught, with five
responses. Students appeared to focus more intently on the topic in the role of teacher than that of
the role of student. A selection of students’ responses is below:• Moreover, I could read the textbook much deeper than usual.
• Of course, I got to earn more knowledge about the economy than before.
• It was a good experience because it was a good opportunity to ... think about what way is effective
to understand topics.
The second most common theme was communication skills, with also five responses. They wrotethat good communication is directly connected to others’ increased level of understanding regarding
what is shared by the speaker, or in this case, the peer-teacher. A selection of students’ responses isbelow:• I needed to speak clearly for students to easily understand and grasp the concept. This experience
will help me to explain to others about something easily and understandably.
• It was a good experience because it was a good opportunity to talk in front of everyone and think
about what way is effective to understand topics.
For the students who directly stated that peer teaching was a positive experience, there wereover 10 different themes which demonstrate the value of the activity.
In this section, the responses from eight students who did not directly state if the experience ofpeer teaching was positive or negative will be examined. It seems that their responses indicate thatthe experience was a positive not a negative one, as these students responded that peer teachinggave them more awareness of confidence, group-work skills, communication skills, preparation,
motivation, and teaching skills, which can be seen in Figure 5. First, in relation to confidence, thefollowing responses indicate either a gain in confidence, or what is necessary to do to demonstrateconfidence.

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Figure 5
Participants’ Responses to Prompt 4 Not Directly Answered as a Positive or Negative Experience
4. REASONS IT WAS A POSITIVE OR NEGATIVE EXPERIENCE: Not Answered Directly
But did not Write Negative Comments About the Experience (8 STUDENTS)
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ThemesBelow are the two student responses:• However, I could have confidence a little by this teaching.
• What’s not good about [my] lecture is [I am] nervous, my weak voice and I should teach withconfidence.
Next, group-work skills were expressed by two students as something learned from theexperience of peer teaching. Below are their direct responses:• However, I think the group balance was the best of 4 teams. We could cooperate with each other,so we could lead a class on schedule.
• What’s good is dividing roles properly and proceeding according to plan.
One student expressed their increased awareness of the importance of being well prepared forthe lesson. The response is as follows:• We think out ways in the teaching. First, before [the] lecture, we make a time for discussing
because we want you [the students being taught] to talking freely without [the] lecture’s thinking.
Second, before watching [the]video, we tell you about discussion questions for understanding
easily.
As mentioned previously, peer teaching influences the students’ motivation not only in the role ofteacher, but also in the role of the student, as can be seen with the below response:• Thus, I think I need to do my best both in the lesson and when working as a teacher.
Even for the students who did not directly answer if peer teaching was a positive or negative
experience, they were able to recognize the significance of communication, motivation, group work,
preparation, and teaching skills through the activity.

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Discussion
This section will focus on the importance of gathering data from students and what it can reveal,in addition to how this activity can be used with a variety of students and classes. Also, the factorsthat may have influenced the data will be discussed. In this project, students were able to act asteachers, and were then asked to reflect on their experience. Their data provided insight into theiropinions, which helped the instructor understand alternative perspectives on teaching practice. As
teachers, it seems that it may quite often be the case that our primary focus is on the class aims
and our own areas of interest in teaching practices. However, in gathering students’ perspectives onteaching, the teacher’s practice can incorporate what students value as significant for educators to do.
Working at the university level, it was surprising that students felt that instructors were responsible
for motivating the students. This was in contrast to my experience as a university student, wherein I
felt that the motivation to learn was intrinsic, with the student being solely responsible for maintaining
their own motivation. Another area of interest is not only what students viewed as important forteachers to do, but what they felt was significant to do when they were peer-teaching. For example, aswith atmosphere creation through music, and other ways of possibly increasing student engagement.
Students’ responses gave new perspectives about teaching.
Based on how the performance of these students, it is possible that with sufficient preparation
time, direct modeling by the teacher, and clear criteria, most students should be able to adequately
peer teach. However, the teacher’s willingness to foster learner autonomy by allowing to have control,
and the student’s willingness to be more autonomous in an activity such as peer teaching, will also
influence the outcomes. Possible limitations are that these students either had a higher level of English
in the mandatory class or quite a strong interest in developing their English in the elective class. As
a result, teaching their peers using English was not as challenging as it could be for learners of lower
proficiencies, or those having less interest in learning and using English. Furthermore, students
may potentially share different themes learned from the peer-teaching experience based on theirperceptions of teaching due to their values and expectations, as well as in relation to the class that theypeer teach. The instructor’s role in guiding the class before and during peer teaching, in addition to
the instructor’s perception as to what peer teaching is, will also influence the activity.

Conclusion
In this study, peer teaching was viewed as a positive experience by the participants, that can resultin increased communication, group-work skills, teaching skills, confidence, motivation, and empathy.
Peer teaching can also give students the chance to consider teaching as a possible career path, andhow skills related to teaching may transfer to their futures. If the teacher implementing peer teachingin their practice also asks their students to share about the experience, the teacher can potentiallygain more awareness into their learners’ values and beliefs in respect to teaching. Peer teaching in
EFL and ESL is a research area for further exploration, particularly in regards to students’ voices.

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第1巻 （JOURNAL OF MULTILINGUAL PEDAGOGY AND PRACTICE, VOL. 1）

References
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Appendix
Assignment 2: Lesson Outline
Group Members:
Unit Number and Topic:
Date:
Things that you want the students to learn in your class:Ways that you will help the students learn those things:
Materials & Estimated Time:
Activities:

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