DOI: https://doi.org/10.29166/kronos.v4i1.4310

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eISSN 2631-2859

kronos.idiomas@uce.edu.ec

REVISTA KRONOS

INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS

UNIVERSIDAD CENTRAL DEL ECUADOR 4(1), febrero-julio 2023, pp. 92-102

Lisseth Chango Parra | Universidad Técnica de Cotopaxi (Ecuador)

Gabriela Córdova López | Universidad Técnica de Cotopaxi (Ecuador)

Olga González Ortiz | Universidad Técnica de Cotopaxi (Ecuador)

abstract The aim of this article is to identify the dierent perceptions of teachers, peer teachers and learners about the

peer teaching strategy. Which in detail consists of the process in which students learn from each other, some benets of

this teaching strategy include developing students' collaboration and communication skills, building students' condence,

and the ability to take control of their own learning. Learners are more comfortable with collaborative work, work-

ing with their peers, making them able to interact, engage in reection, and explore ideas more deeply than in a teach-

er-tutor-led environment. This research was developed under the principles of qualitative research because it focused

on recollection of the perceptions of the peer teaching strategy of the participants in the English major at a public uni-

versity in Ecuador, through the application of semi-structured interviews, of the studied subjects who fullled the roles

of the English teacher, peer teachers and peer learners, throughout the application of the teaching strategy. The analy-

sis of the data collected was thematic, it was concluded from this that both the tutor and the students developed team

spirit and more empathetic relationships; increased psychological well-being, social competence, communication skills,

and self-esteem; higher performance and higher productivity in terms of better learning outcomes and English develop-

ment. Overall, peer teaching had a positive impact and taking when it was aimed at students, as well as increased par-

ticipation and skills of peer teachers and learners.

keywords Peer teaching, English development, teaching strategy, collaborative work.

fecha de recepción 10/11/2022 fecha de aprobación 11/02/2023

Percepciones de la estrategia de enseñanza entre pares en la carrera de Inglés en una

universidad pública del Ecuador

resumen

El objetivo de este artículo es identicar las diferentes percepciones de docentes, docentes pares y aprendi

ces pares acerca de la estrategia enseñanza entre pares; que, en detalle, consiste en el proceso en el que los estudiantes

aprenden unos de otros. Algunos benecios de esta estrategia de enseñanza incluyen el desarrollo de las habilidades de

trabajo colaborativo y comunicación de los estudiantes, fomentando la conanza de los estudiantes y su capacidad de

tomar el control de su propio aprendizaje. Los alumnos se sienten más cómodos trabajando con sus compañeros, lo que

permite interactuar, reexionar y explorar ideas profundamente que en un entorno dirigido por un maestro-tutor. Esta

investigación se desarrolló bajo los principios de la investigación cualitativa, ya que se centró en la recolección de las per-

cepciones sobre la enseñanza entre pares desde el punto de vista de participantes de la carrera de inglés en una univer-

sidad pública del Ecuador, a través de la aplicación de entrevistas semiestructuradas, a los mismos, quienes cumplieron

los roles del docente de inglés, pares docentes y aprendices pares, a lo largo de la aplicación de la estrategia. El análisis

de los datos recolectados fue temático, se concluyó que tanto el tutor como los estudiantes desarrollaron un espíritu de

equipo y relaciones más empáticas; mayor bienestar psicológico, competencia social, habilidades de comunicativas y se

desarrolló su autoestima; se promovió mayor rendimiento y mayor productividad en términos de mejores resultados de

aprendizaje y desarrollo del inglés. En general, la enseñanza entre compañeros tuvo un impacto positivo en los estudi-

antes, así como una mayor participación y habilidades de los compañeros docentes y los alumnos.

palabras clave Enseñanza entre pares, desarrollo del inglés, estrategia de enseñanza, trabajo colaborativo.

Perceptions of peer-teaching strategy in the English major at a

public university in Ecuador

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Chango et al.

INTRODUCTION

Nowadays, teaching English is considered a challenge for foreign language educators. As

a consequence, society has been transitioning to new methodologies and approaches that

have risen to fulll the students’ needs, which is the case of peer teaching. Peer teaching

is an instructional technique that has been used by teachers worldwide to successfully en-

gage, exercise, and deepen student learning (Johnson, 2015).

As Coenen (2002) suggests, a peer teaching program can be applied in English

learning classrooms to engage the learners during lessons and the production of activities

that allows for open discussions outside the classroom. Thus, contributing to the learning

relationship, student-peer and having as a result a better understanding of general knowl-

edge. The exibility of the strategy allows for the application of the same during short

sessions after classes. The teacher within the development of peer teaching assumes the role

of facilitator and assessor of the peer teachers. In addition to the benets of this strategy

for English teaching, it is considered a way of helping students of

efl

to learn eciently,

improve their performance in the language, achieve the level of prociency needed by the

teachers, and gain remarkable marks. That might be the reason why researchers such as

Adil and Ali (2018), Grubbs (2009), Kavanoz and Yüksel (2010), Sunggingwati (2018)

have carried out studies on peer teaching.

This paper aims to identify the teachers, peer teachers, and peer learners’ perceptions

of the usage, inuence, benets, and barriers of peer-teaching strategy in English Major at

the Technical University of Cotopaxi, and respond to the following questions; What is the

leadership development In Peer Teaching and learning?, How is peer teaching considered

a strategy for level development? Why is zpd considered a principle in the implementation

of peer teaching? What are the main areas that need to be improved during the application

of the strategy?

THEORETICAL FRAMEWORK

PEER TEACHING

Peer teaching is a strategy that allows the process of teaching to have an interactive out-

let for students to get the most out of the learning experience. As mentioned by Topping

(2005) the acquisition of knowledge and skill through active helping and supporting

among status equals or matched companions. It involves people from similar social group-

ings who are not professional teachers helping each other to learn and learn themselves by

so doing. Thus, relieving the pressure and the fear of being judged that exist when com

municating diculties to the teacher. According to Boud et. al (1999) this technique re-

fers to the use of teaching and learning strategies in which students learn with and from

each other without the immediate intervention of a teacher. Considering the benet of its

proportions, we can say that it serves as a multipurpose strategy that helps both teachers

and students in the learning environment. As stated by Stigmar (2016) peer teaching has

been invented to meet the dual requirement of improving teaching and learning quality

while doing more with less. Apart from these benets, it can also inuence the develop-

ment of social skills as well as collaboration in the process of learning and teaching while

intertwining knowledge between peers. As described by Topping (2005) peer teaching

contributes to the acquisition of knowledge and skill through active helping and support-

ing among status equals or matched companions. It involves people from similar social

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Perceptions of peer-teaching strategy in the English major at a public university in Ecuador

groupings who are not professional teachers helping each other to learn and learn them-

selves by so doing.

Consequently, this strategy can also raise the performance of all students that have yet

to better their academic performance. As it has been corroborated, peer teaching is used

in remedial courses to cater to the needs of students who are unable to progress with the

class in a normal classroom (Abu, 2011 as cited in Utha & Rinzin, 2019). That is why

it has been proven by Burton that there are studies that have found clear and convincing

proof that having students teach, individually tutor, or academically mentor each other can

be an extremely eective tool for improving learning in the classroom.

PEER TEACHING AS A TEACHING STRATEGY

The process of learning has become one of the most meaningful interests within the acqui-

sition of knowledge through teaching. So much so that it has become a goal to better this

process and simultaneously improve student outcomes. But to follow through with this it

is necessary to understand an overall conclusion resulting from a half-century of research

that states that learning isn’t just a one-way transfer of information to students and that

the role of both parts of the teaching process is important within the learning-teaching

process (Rusli, 2020). Therefore, students must have control of the learning process and

their way of understanding while using socialization between students to have the posi-

tive input of various perspectives in an academic environment.

ADVANTAGES OF PEER TEACHING

This strategy can have a positive impact on students, mainly focused on emotional develop-

ment and improvement in the educational process. Consequently, Al-Jbouri, et al. (2019)

mentioned that from the learner’s perceptions, the dominance over topics was greatly re-

ceived due to the connection that was formed between experiences. Thus creating a dy-

namic where all students become active and invest more time to understand further on a

topic (Stigmar, 2016). Consequently, it is important in peer teaching to provide a warm,

non-threatening atmosphere where the tutee is habitually engaged and is unafraid to make

mistakes, there is indeed tremendous potential (Rankin & Berman, 2018).

Being part of this process of learning as an approach that centers around learners

is the essence of peer teaching run mainly by motivation as one of the benets as seen

in Burton’s (2012) investigations of the younger students acting as peer learners were

motivated and excited by the experience of being taught by older peers Within the same

concept, Gordon (2005) said that in educational institutions in the exterior, students

improved their intrinsic and extrinsic motivation regarding schooling, learning, and some-

times life itself.

DISADVANTAGES OF PEER TEACHING

Even though this teaching strategy is eective, there are some drawbacks that are stat-

ed in the literature that could interfere with the development of the teaching experience

(Stigmar, 2016).

Manchishi & Mwanza (2016) also remarks that applying peer teaching may disclose

disadvantages that may involve evaluation and progressive changes in the strategy. Re-

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Chango et al.

search conducted by Bulte et al. (2007) stated that there were still concerns regarding

expert skills on the knowledge that a peer teacher may need at the moment of teach-

ing, even though the strategy enhances social and cognitive unity. Furthermore, Burton

(2012) claims that diculties may present themselves when it comes to the control of

the assigned groups due to respect between students in an informal outdoor classroom.

Suggestions made by students were to receive training on ways of teaching for an eective

group learning experience and guidance on tackling problems that happen when using the

strategy (Benson & Ying, 2013). Another factor that can be counted as a disadvantage in

regard to the teaching process is the procrastination and free-riding of groups of students

to benet from other groups’ ndings on the subject (Aggarwal & O’Brien, 2008). This

creates setbacks in the relationships between peer learners when working in groups. This

is a result of bigger groups that can’t be identied easily or evaluated individually, which

results in evaluating peers expressing unconformity with training for the role of an evalu-

ator (Burton, 2012). Additional concerns are unclear, referring to the examination criteria

and inadequate condentiality within the assessment process (Hanrahan & Isaacs, 2001).

This inconvenience can be improved by individualizing evaluations and providing feedback

Torre et al. (2016). Peer teaching can take up a lot of time to get the process going until

the tutor can see results. Teachers need to also spend additional time assembling the pairs

of works (the peer teacher and the peer learner) and training them about the strategy.

Finally, this strategy needs further requirements, continuous monitoring, and oversight,

thus proving to be a constant procedure (Wagner & Gansemer-Topf, 2005).

ZONE OF PROXIMAL DEVELOPMENT (ZPD)

Karimi-Aghdam (2017) states that a child picks up a lot of knowledge through social in-

teraction with a knowledgeable instructor. The tutor could provide the student with verbal

guidance or serve as an example of certain actions. This refers to the dierence between

what a learner can accomplish on their own and what they can do with support and en-

couragement from a knowledgeable partner.

Regarding the connection between zpd and the process that the learners experience

along with the evolution of their role during the implementation of peer teaching, the

following traits can be highlighted (Fani & Ghaemi 2011).

- The presence of someone with more experience and expertise (peer teacher) enhances

the process of learning acquisition of the learner (peer learner).

- Social interactions with a knowledgeable pair let the student practice and observe without

the apprehension that they experience with their head teacher.

- To support the learner as they are guided through the principles of peer teaching, ZPD

lets the instructor build a more competent peer.

METHODS

This research was developed following the principles of the qualitative approach. Chih-

Pei & Chang (2017) dene qualitative as a research method that collects and evaluates

non-numerical data. In most cases, a small and non-representative sample is used to gain

a deeper understanding of their experiences related to a particular situation that needs to

be investigated. In that way, this approach allows recollecting the unknown perceptions

on the usage of the peer teaching strategy of the group of participants from this study. All

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Perceptions of peer-teaching strategy in the English major at a public university in Ecuador

the dierent stages of this project have been carried out, focusing on collecting data that

would let the researchers interpret later on.

Phenomenological research is related to the search for the meaning of personal expe-

riences and perceptions. Participants in phenomenological investigations must be encour-

aged to describe and explain their feelings, experiences, and thoughts about a particular

phenomenon (Selvi, 2008). It has been shown that this particular research methodology

allows the researcher in the education eld to understand and study a phenomenon that

happens in a particular context with a certain group of people. This research method has

been chosen because it is needed to understand the lived experiences of each participant

after the use of peer teaching, to show the participants’ valuable input developed within

dierent roles during the application of peer teaching.

RESEARCH SAMPLE

Regarding the sampling or strategy to select the participants’ the lineal snowball strategy of

sampling has been used to select the appropriate participant to be interviewed. Bhardwaj

(2019) Snowball sampling, often referred to as chain-referral sampling, is a non-proba-

bility method that enables the researcher to nd variables with distinctive properties, think

of it as a referral approach that relies on the idea of like-minded attraction. The research-

er selects a few appropriate primary data sources and uses them to uncover comparable

variables for the study. Thus, all the chain of sampling belonged to the members of the

Technical University of Cotopaxi.

TECHNIQUES AND INSTRUMENTS

To collect the data, two semi-structured interview guidelines were developed following the

questions from the “Teacher Questionnaire” designed by Adil and Ali (2018) as the main

data collection instruments. The rst semi-structured interview was conducted with the

efl teacher who was in charge of monitoring the sessions where peer teaching was applied.

The second one was directed toward the pre-service teacher, who faces the role of a peer

teacher. Moreover, to collect the richest data from the students who were peer learners, a

focus group was conducted on the ve students who actively participated and assisted in

all the peer-teaching sessions. Bohnsack (2004) mentions that a focus group is a research

method that brings together a small group of people to answer questions in a moderated

setting. The questions are intended to provide light on an interesting topic, and the group

is selected based on predetermined demographic characteristics.

DATA ANALYSIS

This paper aims to identify the teachers, peer teachers, and peer learners’ perceptions of

usage, inuence, benets, and barriers of peer-teaching strategy in English Major at the

Universidad Técnica del Cotopaxi. The process of data analysis was done through a the-

matic analysis. In-vitro coding was considered in the rst instance. In this rst phase, 177

Codes were obtained. The second coding process was debugging the codes to form catego-

ries and then themes presented below. The data analysis was carried out in Spanish since

the evaluation instruments, both the interviews and the focus group with the teachers, the

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peer teachers, and the students, were carried out in Spanish as it is the participants’ moth-

er tongue. Data analysis was performed using Atlas.ti.

The rst network obtained from the data was related to the characteristics and the

importance of leadership in peer teaching (see Figure 1).

The rst overarching theme obtained from the data is leadership development in

peer teaching and learning. Two themes are developing leadership: the abilities learned

by the peer teacher and their reections. Here, the peer teacher learns how to teach and

becomes aware of the role of the teacher. Peer teachers reect that with this strategy, they

can reect on their peers, learn to become more patient, support their peers, and in gen-

eral, acquire more experience as teachers. The second theme deals with the role of the per

teacher and what he needs to know and develop. For instance, peer teachers must know

the methodology applied in class, need to master the language skills, and must be aware of

the things that need to be improved. Finally, the peer teacher must understand that he is

a facilitator in this process and, therefore, has to develop teaching skills such as classroom

management, assessment, methodology, and organization (see Table 1).

The second overarching theme obtained from the data is peer teaching as a strategy

for language development. There are two themes-interactive learning and student-cen-

tered learning. Peer teachers, teachers, and peer learners coincided that the classes were

interactive with activities that included games, videos, and presentations. Additionally,

the class environment was good, and the students were most of the time motivated. The

participants mentioned that the class was developed in pairs and groups, the classes were

understandable, and the students helped each other, especially those with low levels. As

corroborated by Utha & Rinzin (2019) students feel more comfortable in the absence of

the teacher and communication can be done fearlessly in comparison to the traditional

manner directed to a teacher.

Figure 1. Peer teaching as a strategy for the language development

is part of

Peer Teachers

Características para ser Peer Teacher

Peer teacher debe tener

buen nivel de inglés

Peer teacher debe

conocer la metodología

is associated with

Peer teacher debe

tener dominio

de las 4 habilidades

Peer teacher toma liderazgo

Peer teacher

aprende a

enseñar

Peer teacher

crea conciencia

del rol de

profesor

is a

associated

with

associated

with

associated

with

Peer teacher

puede subir

de nivel

Ayuda al

peer teacher

para mejorar

formas

Peer teaching

fuera del aula

Peer teaching

en grupo

Peer teaching

en el aula

Peer teacher

aprende a

ser paciente

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Perceptions of peer-teaching strategy in the English major at a public university in Ecuador

Additionally, the peer teachers oered feedback, and there was signicant progress in their

language skills development. Peer learners informed the researchers that during the class-

es, they were not afraid to ask questions or express their opinions because the teacher was

willing to answer all the questions they had. Learners were fearless in making mistakes in

front of their peers. In general, it was a good experience focused on the student’s learn-

ing (see Table 2).

The third overarching theme is

zpd as a central component in learning. Two themes

are the construction of meaning working with zpd and cooperative learning. Regarding

the construction of meaning, participants manifested that they learn from each other, the

strong students help the weak students, and therefore, there is meaningful learning. In

these classes, the interaction was the key. There was a rapport between teachers and learn-

ers. As Rezaee & Azizi, (2012) said that zpd highlights the dierence between a learner’s

ability to solve problems on his own and his ability to do so while also getting help, which

can be referred to as developmental level. Vygotsky’s theory on the nature of human de-

velopment between learning and development is clearly reected in the

zpd concept.

Additionally, the concept of

zpd

was presented in the whole process. Peer teachers

worked as the more capable peers to help their peers. In this sense, peer teachers became

the facilitators of knowledge, creating a space for interaction, personal growth, reection,

monitoring, and learning.

The peer learners expressed many positive feelings, such as empathy, positive inu-

ence, comfort, motivation, happiness, and respect. They also did not feel nervous about

participating in class or afraid. They did not feel frustrated because they did not under-

stand something. After all, the peer teacher always supported them. Those feelings helped

them create a cooperative network in class. As Wagner & Gansemer-Topf (2005) recalled

in their investigation about the benets of peer teaching, peer learners receive direct in-

teraction from their peer teachers, which means they get individualized learning. In that

sense, peer teachers reinforce their own process of learning by instructing their peers in

an environment full of opportunities to learn without feeling pressure (see Table 3).

Table 1. Peer teaching as a strategy for the language development

Overarching Theme Theme Sub-Themes Categories

Leadership development

in peer teaching and

learning

Developing

leadership

Abilities to be

learned

Peer teacher learns to teach.

Peer teacher learns to be patient.

Peer teacher becomes aware of the role of the

teacher.

Reection Peer teacher reects on his peers.

Peer teacher takes leadership

Peer teacher supports his peers

Peer teacher acquires experience

Peer teacher

Role

Need to know

or develop

Peer teacher must know the methodology.

Peer teacher must master the 4 skills.

Peer teacher must have condence

Become aware of what needs to be improved

Peer teacher must be a facilitator

Must develop teaching skills, organization, class-

room management, assessment.

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Table 2. zpd as a central component in the process of learning

Overarching Theme Theme Sub-Themes Categories

Peer teaching as a strategy

for the language devel-

opment

Interactive learning Interactive

Classes

Active activities with games, videos, and presen-

tation

Good environment

Students are motivated

Student-centered Class develop-

ment

Teaching in groups and pairs

Students help each other

There is a signicant progress

Understandable classes

Cooperative learning

Help students with low level.

Oer feedback

Peer learners’

Perceptions

Not afraid of asking questions.

Not afraid of making mistakes.

Answer students’ needs

Positive experience

Can express their opinions

Table 3. Areas of improvement

Overarching Theme Theme Sub-Themes Categories

ZPD as a central com-

ponent in the process of

learning

zpd and the

construction of

meaning

Construction of

meaning

Learn from each other.

Meaningful Learning

Weak and strong students work together

Help students develop their language skills.

Rapport

Interaction is the key

Work with the zpd More capable peer

Peer interaction

Peer teacher as a facilitator

Peer teacher reects on his peers.

Personal growth

Teachers promote interaction

Reection

Peer teacher guides students

Teachers monitors

Cooperative learn-

ing

Positive feelings Empathy

Do not feel afraid of participating

Does not feel nervous

Respect for peers and teachers

Do not feel frustrated

Feel motivated and happy

Positive inuence

Feel more comfortable

Good results Better results

Better use of the language

Better understanding

Better listening and speaking

Better relationship among peers

100

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Perceptions of peer-teaching strategy in the English major at a public university in Ecuador

The nal overarching theme is areas for improvement. Peer teaching could help preservice

teachers and students grow and become better teachers. There were some barriers that peer

teachers had to overcome, such as feeling afraid, worried, or nervous at the beginning of

the project, this was due to their lack of experience in teaching. Peer teachers nd it di-

cult to criticize their classmates. Given their inexperience and anxiety about making mis-

takes that can harm their peer learners, it would appear impossible for them to rate them

based just on their eort (McKenna & French, 2011).

Participants also believed that it was dicult to participate and work online. Some

students do not take the classes seriously because their teachers are also their peers. Saying

this, an improvement plan is a must. Students need to be trained in this methodology, how

to manage the class, how to assess, what materials to bring to class, etc. Furthermore, most

importantly, to know what to do and to become aware of the benets of peer teaching and

learning. This strategy needs continuous monitoring and oversight by the main tutor or

teacher in charge of the implementation of the strategy, thus proving constant evidence of

progress (Lim, 2014) (see Table 4).

CONCLUSIONS

Students responded positively to activities that were done based on the peer teaching strat-

egy, taking into consideration conventional forms of teaching. This strategy has caused

students a positive engagement and an increase in participation within the academic envi-

ronment, creating a positive relationship with learning the English language. Although this

strategy is focused on learning, it also enforces awareness in students regarding their ca-

pabilities and skills to have a better learning experience. Regarding the peer teacher, the

awareness of their role was evident due to the control of emotions that was needed for a

more controlled academic environment. When it came to peer learners, the positive eect

of peer teaching was evident when interactive activities were applied along with feedback.

In the learning environment, the awareness of the dierent skills of peer teachers and peer

learners also benetted this experience. Overall, peer teaching was a strategy that benet-

ted the three parts: the teacher, peer teacher, and peer learner.

Table 4.

Overarching Theme Theme Sub-Themes Categories

Areas of improvement Plan for improve-

ment

Barriers Peer teachers were afraid, worried, and

nervous at the beginning

Level of students

Dicult to participate and work online

Some students do not take it seriously

No previous teaching experience

Improvement Need more training.

Qualitative assessment

Search about the methodology

Material according to the level

Reinforce knowledge

101

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