Scientific and Systematic Approaches to Modeling of EFL Peer Learning in Higher Education
Abstract
The paper deals with EFL peer learning at a non-linguistic university. Lack of understanding of the mechanism of interactive learning as a system of relationships and interactions hinders creating the conditions for effective education. The aim of the study is to investigate theoretical and practical data on interactive learning, to design and describe the methodology for EFL peer learning in the form of educational models. The material includes basic postulates of constructivism, ecolinguistics, practice-oriented learning, peer learning and tutoring. Methods of modeling, experiment, observation and analysis are used. As a result, the structural components of interactive learning, their interconnections have been established and analyzed, the principles of interactive peer learning were formulated, including student activity; educational material selected in compliance with student’s knowledge; cyclical stages of a learning process; teacher’s preparatory work; classroom peer tutoring. Based on these principles, five models of peer learning have been designed each of which is centered around active interactions of students swapping the roles “tutor” - “tutee”. They are “Pair work”, “Group work”, “Peer assessment”, “Blended interactions”, “Extracurricular activities”. These models ensure maximum student involvement in EFL learning process, help increase motivation and level of language proficiency, develop students’ communication skills.
References
Acar, A. (2020). Social-action-based textbook design in ELT. ESBB, 6(1), 27-40.
Alekseeva, A. M. (2013). Cyclical organization as the basic characteristic of teaching a foreign language. Bulletin of the Surgut State Pedagogical University, 5(26), 196-200.
Bim-Bud B. M. (2002). Pedagogical Encyclopedic Dictionary. Moscow.
Bozkurt, B. N. & Aydin, S (2023). The impact of collaborative learning on speaking anxiety among foreign language learners in online and face-to-face environments. International Journal of Virtual and Personal Learning Environments, 13(1), 1-16.
Buldina, I. A. (2016). The basic principles of teaching speaking in a foreign language (English) to students of non-linguistic specialties of a university with different levels of training. Karelian Scientific Journal, 5(4), 9-12.
Collins, Tai A. & Hawkins, R.O. (2021). Peer tutoring', in peers as change agents: a guide to implementing peer-mediated interventions in schools. Oxford University press.
Cowley, S. J. (2019). The return of languaging. ChineseSemiotic Studies, 15(4), 483–512.
Dagar, V. & Yadav, A. (2016). Constructivism: a paradigm for teaching and learning. Arts social sciences journal, 7(4), 200.
Egshatian, M. I. & Titova, E. R. (2022). Interactive methods of teaching. Eurasian scientific journal, (6), 4-5.
Fozilova, M.A. (2022). Interactive learning methods in university. Economy and society, 9(100), 692-694.
Hornby, G. & Greaves, D. (2022). Peer tutoring. Essential evidence-based teaching strategies. Springer, Сham, 83-93.
Koshkina, V.A. & Pazenko, E.A. (2021). Interactive learning tools: classification and potential. World of Science. Pedagogy and psychology, 9(3), 4.
Kravchenko, A.V. (2017) Making sense of languaging as a consensual domain of interactions: Didactic implications. Intellectica, 2(68), 175-191.
Kravchenko, A.V. (2021) Rediscovering language: from unrealistic linguistics to the real science of language. From structuralism and Cognitivism to ecological realism (A New Agenda in Linguistics.). Moscow, LENAND.
Krylova, M. N. (2016). Interactive methods in the system of teaching humanities in a technical university. Prospects of Science and Education, 4 (22), 39-46.
Makarova, E.A. (2017). Peer tutoring in learning a foreign language as a non-major. The Education and Science Journal. 19(3), 185-203.
Makarova, E.A. (2018). Teaching foreign language speaking skills through peer-tutoring. Integration of Education. 22(3), 551-568.
McKinney, J. & Steffensen, S. V. & Chemero A. (2022). Practice, enactivism, and ecological psychology. Adaptive behaviour, 31(3), 1-7.
Pardede, P. (2020). Integrating the 4Cs into EFL integrated skills learning. Journal of English Teaching, 6 (1), 71-85. DOI: https://doi.org/10.33541/jet.v6i1.190
Mcleod, S. (2023). Constructivism learning theory & philosophy of education. Retrieved September 12, 2023 from: https://www.simplypsychology.org/constructivism.html#
Orekhova, Yu. M. (2021). Use of interactive teaching technology at different stages of a university foreign language class. Bulletin of Saratov University. Philosophy. Psychology. Pedagogy, 21(2), 217-221.
Puren, C. (2021). Information literacy in a social action-oriented approach: From communicative competence to informational competence. ESBB, 1(1), 50-62.
Rivero, C. L.& Tardo F. Y. & Rey Rivas P. C. (2020). Conversational competence in the teaching-learning process of foreign languages: gnoseological and didactic references. Revista conrado, 16(76), 287-294.
Reyes R. & Samson E. & Garcia J. (2020). An Interactive Foreign Language Trainer Using Assessment and Feedback Modalities. International journal in information technology in governance, education and business, 2(1), 9-17.
Sannikova S. (2018). Lifelong language learning: socio-cultural dimension. Foreign language education in a multicultural environment: materials and reports of the XXIV scientific and practical conference. Samara: Samara University Publishing House, 53–59.
Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, 3, 36-38.
Shakirova, S.A. (2023). Interactive learning. Interactive science, 2 (78), p. 60-61.
Steffensen S. V. & Cowley S. J. (2021). Thinking on behalf of the world: radical embodied ecolinguistics. The Routledge handbook of cognitive linguistics. New York: Routledge, 723–736.
Steffensen, S. V. & Trasmundi, S. B. & Høgh, H. & Ventzel, M. (2023). Interactivity, learning, and creativity. Learning as Interactivity, Movement, Growth and Becoming, Volume 1. Routledge.
Thibault, P. J. (2021). Distributed languaging, affective dynamics, and the human ecology. New York: Routledge.
Topping, K. J. (2005). Trends in peer learning. Educational psychology, 25(6), 631-645.
Trifonova, E.V. (2015). The specifics of teaching the discipline "Foreign language" at a university in the context of changes in Russian education. Education. Science. Innovation: The Southern Dimension, 1 (39), 144-148.
Vanyagina, M.R. (2021). Interactive technologies of foreign languages training in tertiary education. Bulletin VSPU, 7(160), 46-52.
Vasilieva, A. (2021). The mechanism of interactive learning functioning (on the example of teaching Russian as a foreign language). Bulletin of the Moscow Region State University. Series: Pedagogics, (4), 76-88.
Vygotsky, L. S. (1978). Mind in Society. The development of higher psychological processes. Cambridge: Harvard University Press.
Yu, R. (2009). Interaction in EFL classes. Asian Social Science, 4(4), 48-50.
Wiseman, T. (2019). Motivation and Success: What Is Under the Control of the Teacher? Innovative educational space: theory and practice of teaching foreign languages and Russian as a foreign language in higher education. 7, 76-87.
Zhuk, A.I. (2003). Fundamentals of Pedagogy. Minsk: Aversev.
- View 61 times Download 61 times pdf
Copyright (c) 2024 JET (Journal of English Teaching)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyrights for articles published in JET are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
