Peer Teaching in College English Classes: An Action Research to Promote Learner Autonomy

Jing GU

Abstract


This paper reports an action research in college English classes by the use of peer teaching to promote learner autonomy. Questionnaire, classroom observation, group interviews and written journals were used to explore students’ readiness for autonomy, the effectiveness of peer teaching in promoting autonomy as well as the challenges of peer teaching. The initial cycle of the action research suggests peer teaching is an effective strategy for autonomy in that student teachers have taken more responsibilities for their learning and the whole class have more engagement in the class. However, there are also challenges involved, which offer valuable insight into the planning and action of coming cycles.


Keywords


Peer teaching; Action research; Learner autonomy; Language learning beliefs

Full Text:

PDF

References


Benson, P., & Ying, D. (2013). Peer teaching as a pedagogical strategy for autonomy in teacher education. Chinese Journal of Applied Linguistics, 36(1), 49-67.

Boud, D., Cohen, R., & Sampson, J. (Eds.). (2001). Peer learning in higher education: Learning from and with each other. London: Kogan Page.

Burns, A. (2010). Doing action research in English language teaching. Routledge: New York.

Cotterall, S. M. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195-205.

Cotterall, S. M. (1999). Key variables in language learning: What do learners believe about them. System, 27(4), 493-513.

Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A. Wenden & J. Rubin (Eds.). Learner strategies in language learning. Englewood Cliffs: Prentice Hall.

Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner (3rd ed.). Geelong: Deakin University Press.

Ministry of Education. (2004). College English curriculum requirements. Shanghai: Shanghai Foreign Language Education Press.

Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.

Wu, X., Ji, P., & Fan, Y. (2012). Integrated Course 2. New College English (2nd ed.). Shanghai: Shanghai Foreign Language Education Press.




DOI: http://dx.doi.org/10.3968/9442

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Jing GU

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Share us to:   

Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Online Submission: http://cscanada.org/index.php/ccc/submission/wizard

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: [email protected]; [email protected]; [email protected]; [email protected]

 Articles published in Cross-Cultural Communication are licensed under Creative Commons Attribution 4.0 (CC-BY).

 CROSS-CULTURAL COMMUNICATION Editorial Office

Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:[email protected]; [email protected]

Copyright © Canadian Academy of Oriental and Occidental Culture