The Benefits of Peer Learning and How to Effectively Implement it in the Classroom

Introduction

Peer learning is a widely-accepted method for improving student learning. Peer learning or peer tutoring is defined by Bowman-Perrott (2016) as “a class of practices and strategies that employ peers as one-on-one teachers to provide individualized instruction, practice, repetition, and clarification of concepts” (p. 360). Usually peer learning assigns tasks or projects for groups to tackle cooperatively. Within this context, English “is not only a language to be learned but also a means of communication to complete a complex task” (Moiseenko, 2015, p. 14). Many SLA experts (and learning experts in general) point to project-based learning as a very effective method. Language is many times learned most effectively when it is seen as a tool for communicating needed information (Moiseenko, 2015, p. 14-15). This paper seeks to 1) state the benefits of peer learning and 2) discuss how to implement peer learning.

Literature Review – The Benefits of Peer Learning

The benefits of peer learning are widely proven. Bowman-Perrott (2016) analyzed 40 years worth of research on peer learning for ELs, and she concluded that peer learning is beneficial for ELs on multiple levels: academically, linguistically, and socially. Similarly, Marenco-Dominguez (2017) in his study found that student vocabulary, pronunciation, fluency, grammar, and self-confidence were improved through the peer tutoring (p. 274-291).

This peer learning has many benefits which include a) one-to-one academic conversation with a partner which allows easier contribution than to a whole class b) consistent error correction opportunities in a low pressure, authentic way c) positive social interactions d) decreased disruptive and off-task behaviors e) increased student success because students remember material better when they discus it in their peer groups and catch-on when peers explain in their own words, and f) increased self-confidence among students (Bowman-Perrott, 2016, p. 360 and Toth, 2019, p. 53).

Another benefit of peer learning is that it helps ELs engage texts longer. Peercy (2015) analyzed a classroom containing content teachers, an ESL teacher, and ELs. The ESL teacher (along with Peercy) recognized that the students were not able to complete the content teachers’ original task (find the main idea of the text) because all of their concentration was placed on translating the text, and they could not completely translate the text. Therefore, both the ESL teacher in the case-study and Peercy advocate different activities revolving around the text using peer learning. The tasks can begin with more simple tasks so that the students can attain a better understanding and translate the text, and then the tasks can gradually increase in difficulty as the ELs gain a better understanding of what the text actually says (Peercy, 2015, p. 42-45). Peer learning provides many ways to engage the text and for students to support each other. This paper will now look at general best practices for implementing peer learning in the classroom.

Implementation/Application

Towards the end of the previous section, a best practice was mentioned: students should engage and re-read the text multiple times. Additional best practices are presented in this section. Moiseenko (2015) provides a set of principles (in italics) that aid peer learning, which organize this paper’s discussion and elaboration of implementation (p. 16).

1) Believe in students’ creativity

Teachers have been amazed with their students’ creations when they give them the freedom to work together on a project. The students can support and learn from each other, so teachers can set high expectations for the student projects (Toth, 2019, p. 53). Previous peer-learning creative projects include puppet shows and yearbooks based on the novel Lord of the Flies. The projects allowed learners not only to read well but also to visualize and experience the reading material” (Moiseenko, 2015, p. 15). The creative projects do not have to always be that elaborate though. The important point is that the teacher gives a complex task that allows students to work together.

2) Set a clear goal for each activity

Peercy’s (2015) study discussed a case study in which 4th graders peer mentored EL kindergarteners. The activity’s clear goal was supported by having the teachers describe the goal of the activity to the fourth graders and model it to them before the kindergartners were even in the room. This clear goal then gave the students more time to talk in English rather than the teacher dominating the talking air-space. Clear goals and task instruction allow students to work on the task and communicate with their peers without having their talking time continually interrupted by the teacher. It also obviously helps students complete the task since they then know what they are supposed to do (Peercy, 2015, p. 47).  

3) Refer students to something familiar

Giving students, particularly ELs, a complex group project creates “productive struggle” (Toth, 2019, p. 53). Referring students to something familiar can aid this undertaking. Familiar supports can refer to previous background knowledge or a similar activity that was done in the past. Another method is to have students teach their peers when they have already answered problems correctly. These peer teachers were in a similar ignorant state as their peers earlier, so they may be able to provide additional insight.  Marenco-Dominguez (2017) says that the participants reported that the insights of others helped them open their minds, and that they confirmed or deepened their own understanding by teaching others” (p. 275).

4) Let students work on simple tasks first

For example, Peercy’s study found that students could better answer more difficult, abstract questions like “what is the main idea of the text” if they are first given easier, more concrete questions (Peercy, 2015, p. 42).

5) Provide examples

The teachers in Peercy’s case study recognized the importance of providing examples. In order for the 4th graders to mentor the kindergartener ELs effectively, they needed the vocabulary task modeled first. Tamara, one of the teachers in the case-study first modeled by explaining the vocabulary to the class. She then had the whole class explain in guided practice. Next, she brought two students to the front of the class to explain the words. Finally, she let all of the students explain the words to their partner (Peercy, 2015, p. 47).

6) Give scaffolded feedback

Scaffolded feedback encourages students to think and arrive at solutions independently through supporting hints and information. The idea is that learning and critical thinking will develop more securely and rapidly if students arrive at an answer and thought on their own instead of answers provided easily by the teacher. One activity that makes use of the scaffolding idea is student-created quizzes because students must work to understand a passage in order to create the quiz. After their peers take the quiz, there may be disagreements about the correct answer which will then encourage academic dialogue and critically examining the text with a more focused lens (Moiseenko, 2015, p. 18-19).

7) Have students share their work

Sharing student work encourages deeper and more personal connections to the learning material. In fact, Moiseenko (2015) argues that teachers “can promote learner-centered teaching and learning by asking their students to produce reading material” (p. 17). Student generated texts can boost EL’s motivation, increase student ownership of their learning, and provide insight into students’ interests.

One method for encouraging student-generated texts is through story starters. One student writes the first three to five lines of a story, and then another peer in class must complete the story. The students then read their stories to the class, and the class can vote for their favorite story to add a bit of spice to the activity (Moiseenko, 2015, p. 17-18).

8) Store students’ materials  

Moiseenko recommends that students create visuals to aid remembering vocabulary. The students would draw a picture of the visual and then somewhere else on the poster state the vocabulary word’s part of speech, definition, and use it in a sentence they created. Once the posters are complete, students can post them on the walls. The class can then walk around the room and view their peers’ work (Moiseenko, 2015, p. 21). It is often recommended for memory retention that many connections are made to the target item, and this activity does a good job at creating connections. This activity also provides a creative outlet for those ELs who enjoy art.

References

Bowman-Perrott, L., deMarín, S., Mahadevan, L., & Etchells, M. (2016). Assessing

the Academic, Social, and Language Production Outcomes of English Language Learners Engaged in Peer Tutoring: A Systematic Review. Education and Treatment of Children, 39(3), 359–388.

Jones, G., Ostojic, D., Menard, J., Picard, E., & Miller, C. J. (2017). Primary Prevention

of Reading Failure: Effect of Universal Peer Tutoring in the Early Grades. Journal of Educational Research, 110(2), 171–176.

Marenco-Dominguez, J. M. (2017). Peer-Tutoring to Foster Spoken Fluency in

Computer Mediated Tasks. Latin American Journal of Content and Language Integrated Learning, 10(2), 271–296.

Moiseenko, V. (2015). Encouraging Learners to Create Language-Learning

Materials. English Teaching Forum, 53(4), 14–23.

Peercy, M. M., Martin-Beltrán, M., Silverman, R. D., & Nunn, S. J. (2015). “Can I

Ask a Question?” ESOL and Mainstream Teachers Engaging in Distributed and Distributive Learning to Support English Language Learners’ Text Comprehension. Teacher Education Quarterly, 42(4), 33–58.

Toth, M. D. (2019). Empowered Students Lead and Learn: Academic Teaming

Builds Social, Emotional, and Cognitive Success for English Learners. Learning Professional, 40(5), 51–55.