A study on the effectiveness of peer teaching in esp classes at thua thien hue college of education

INTRODUCTION

The background to the study

English language teaching has garnered significant interest from researchers and educators, leading to innovative approaches that enhance learner engagement One effective method is peer teaching, which fosters collaboration among students and teachers, allowing learners to connect with knowledgeable peers, explore new ideas, and develop a shared understanding of language use This approach not only enriches the learning experience but also promotes enjoyment in the educational process As a versatile practice, peer teaching is increasingly integrated into various courses and disciplines worldwide, highlighting its growing importance in modern education.

Peer teaching empowers students to learn collaboratively through various tasks organized by teachers This process not only enhances the learning experience for students but also allows teachers to develop their skills While students take on the role of educators for their peers, it does not diminish the teacher's crucial role Teachers serve as mentors, ensuring that student teachers fully grasp the lesson concepts before they guide their classmates.

Peer teaching is an effective method that allows teachers to save time on editing tasks, enabling them to focus on providing more meaningful guidance and instruction This approach facilitates valuable feedback from fellow students, which can often be perceived as more beneficial than feedback from teachers Additionally, involving multiple readers gives students a sense of a broader audience, enhances their attitudes towards writing through socially supportive peers, and fosters learning by engaging them in reading and editing each other's work (Davies and Omberg 1986).

Peer teaching is a vital component of the educational process, allowing both teachers and learners to enhance their skills through structured student-to-student interactions (Ehly and Larsen, 1980) Methodologists like Mynard et al (2006) highlight that peer teaching fosters networking, boosts confidence, and enhances teamwork, while Dueck (1993) emphasizes its one-on-one support aspect Numerous experts, including Whitman (1988), have significantly contributed to understanding and applying peer teaching in language instruction, particularly in English for Specific Purposes (ESP) classes Their research has established a solid foundation for integrating peer teaching into lessons, with Goldschmid and Whitman (1988) asserting that group peer teaching is more effective than individual efforts The adage “two heads know more than one” encapsulates the essence of peer teaching as a powerful technique for collaborative idea generation.

Empirical studies have demonstrated the effectiveness of peer teaching techniques in language education, highlighting both their advantages and limitations (Whitman, 1988; Goldschmid, 1976; Lyn Longaterri et al., 2002) This research aims to assess the current application of peer teaching techniques in Vietnamese colleges, particularly in English for Specific Purposes (ESP) classes The exploratory study seeks to identify strategies to enhance the effectiveness of peer teaching by improving skills in activity organization and collaborative work in teaching ESP at Thua Thien Hue College of Education The author aspires to gain insights into the implementation of this technique to develop effective pedagogical approaches for language teaching and learning in higher education.

Rationale of the study

This research was carried out for the following reasons:

Firstly, peer teaching process is considered to be very useful to English Foreign Language teachers

Secondly, peer teaching is best used in conjunction with other teaching and learning methods It has great potentials for both student “teacher” and student

“learner”, especially if one seeks to enhance active participation and develop skills in cooperation and social interaction (Goldschmid, 1976)

English for Specific Purposes (ESP) has become a significant global enterprise, focusing on education, training, and practical application It integrates three key domains: language proficiency, pedagogical strategies, and the specialized interests of students or participants (Robinson, 1991).

ESP classes at Thua Thien Hue College of Education offer a diverse range of study branches, yet there is a noticeable lack of comprehensive implementation of peer teaching in these specific contexts.

This research explores the role of peer teaching in enhancing language skills within English for Specific Purposes (ESP) classes It aims to provide a comprehensive understanding of effective peer teaching strategies that can significantly improve learning outcomes for ESP students.

Aims of the study

This research investigates the effectiveness of peer teaching in English for Specific Purposes (ESP) classes at Thua Thien Hue College of Education, aiming to provide educational administrators with solutions for enhancing peer teaching practices It explores both teachers' and students' perceptions of the peer teaching process and identifies the challenges they face in teaching English as a foreign language (EFL) For the researcher, who is an EFL educator, this study serves as a means to improve her professional development while seeking methods to help students enhance their skills in organizing learning activities and collaborating with peers Ultimately, peer teaching is recognized as an effective strategy for improving students' understanding of concepts, developing computational skills, and fostering their moral, social, and emotional values, particularly in expressing their ideas.

Scope of the study

This study examines the effectiveness of peer teaching in English for Specific Purposes (ESP) classes at Thua Thien Hue College of Education, focusing on the perceptions of both students and teachers regarding peer teaching practices It seeks to understand how English teachers design and implement this technique in their lessons, while also considering students' attitudes towards its use and teachers' evaluations of its impact Additionally, the research aims to incorporate teachers' suggestions for improving peer teaching methods in ESP education.

Research questions

As an English teacher at Thua Thien Hue College of Education, I am particularly interested in peer teaching techniques due to their effectiveness This interest has led to the development of my research, which aims to address key questions related to the benefits and implementation of peer teaching in educational settings.

1 What are the students and teachers‟ perceptions towards peer teaching practices in ESP classes?

2 What are the students and teachers‟ attitudes towards their current practice of peer teaching in ESP classes at Thua Thien Hue College of Education?

3 What is the teachers‟ evaluation of the effects of the peer teaching on their English teaching in ESP classes and some solutions to enhance the use of peer teaching in ESP classes at the College?

Structure of the thesis

This research comprises five chapters:

Chapter one serves as the introduction, outlining the significance of the problem under investigation It includes the background and context of the issue, defines the study's objectives, presents the research questions, and delineates the scope of the research.

Chapter two presents a review of the literature in which the theoretical background discusses the theoretical concepts and the empirical research

Chapter three is about the research methods (methodology) which describe the overall approach; more specifically, the participants, methods and procedures for data collection and data analysis

Chapter four presents the findings from questionnaires, classroom observations, and interviews with EFL teachers at the ESP class in Thua Thien Hue College of Education This chapter also addresses the challenges and realities of teaching at the college, drawing insights from the collected data.

Chapter five concludes and summarizes the major findings discussed in chapter four, draws out the limitations of the study, provides some pedagogical suggestions and implications for future research

Besides, the appendices of the questionnaires and the reference source list are also included at the end of the thesis.

LITERATURE REVIEW AND THEORETICAL BACKGROUND

Definitions of key terms

In higher education, the term "peer" refers to individuals of similar age and educational background, as defined by Goldschmid and Goldschmid (1976) and further elaborated by Bound, Cohan, and Sampson (2001) Peers are fellow learners who share comparable status, ability, and experience, without holding roles as teachers or experts in the learning environment They do not exert power over one another due to their positions, fostering an atmosphere of collaboration and mutual respect This article will explore the dynamics of students learning alongside their peers in English for Specific Purposes (ESP) classes.

According to Sampson et al (1997), a peer teacher is an advanced student who assists less experienced peers in their learning journey Typically, these peer teachers are undergraduates who have completed foundational courses in mathematics, sciences, and engineering They engage actively in class discussions, sharing insights about the learning material and workload with faculty By fostering strong, trusting relationships, peer teachers mentor students, offering a broader perspective on their educational experience Their support includes in-class assistance, tutoring, pre-exam review sessions, and providing valuable feedback to the instructional team regarding course-related matters.

Peer teaching, often synonymous with peer tutoring, is best understood through the lens of reciprocal peer learning as defined by Bound, Cohen, and Sampson (2001) This concept emphasizes the collaborative nature of the peer teaching process, highlighting the mutual exchange of knowledge and skills among learners.

Peer teaching fosters a collaborative learning environment where students share knowledge, ideas, and experiences for mutual benefit This approach emphasizes the importance of the learning process, highlighting the emotional support that participants provide to one another alongside the acquisition of knowledge.

According to Falchikov (2001, p 5), peer teaching has been described as a

“variety of peer tutoring in which students take turns in the role of teacher” Wendy

According to (1991, p 228), the goal of "teaching each other" is crucial, as presenting to another group fosters responsibility, motivation, and accuracy The success of presentations is evaluated through peer feedback, serving as a measure of learning outcomes Gaining expertise on a topic enhances self-esteem and builds confidence over time, which is beneficial for future academic settings Topping (1996, p.6) defines peer teaching as individuals from similar backgrounds assisting each other in learning Forman and Cadzen (1985) emphasize that the peer tutor should possess greater knowledge than the tutee to avoid a mere collaborative learning scenario The distinct advantage of peer teaching is the reduction of inhibition, allowing members to openly discuss their learning challenges (Donaldson and Topping, 1996).

(2001) agrees that peers appear to have less inhibition in asking each other questions than with their teacher

Thus, Johnson et al., (1991) claim that the most effective teaching method is students teaching students.

Theoretical background of peer teaching

Peer teaching has historical roots dating back to ancient Greece, where philosopher Aristotle employed student leaders, known as archons, to assist peers in understanding complex philosophical ideas Despite limited research on the topic until the mid-20th century, some studies indicate that peer teaching practices were prevalent as far back as the late 1800s and early 1900s, particularly in one-room schoolhouses where students of various ages learned together.

In one-room schoolhouses, peer teaching emerged as older students frequently assisted younger peers, addressing the challenge of instructing diverse ability levels simultaneously (Lippitt & Lippitt, 1968; Whitman, 1988) This approach allowed younger students to benefit from personalized, one-on-one instruction, while older students reinforced their understanding of fundamental concepts through the responsibility of teaching, ultimately enhancing their own academic achievement.

Since the 1950s, college faculties have acknowledged the advantages of peer teaching, initially introduced to address dissatisfaction with students' passive participation in large lecture classes Psychology professors, in particular, identified a significant gap between the teaching methods employed and the principles of active student engagement they advocated Despite being educated on the importance of active involvement in the learning process, university students often found themselves passively receiving information in expansive lecture settings.

2.2.2 Types of peer teaching activities

Exploring various reciprocal peer teaching activities can enhance course contexts and promote diverse learning outcomes The emergence of peer teaching at the university level in the late 20th century aimed to shift away from passive learning methods In their seminal review published in 1976, Goldschmid and Goldschmid identified five distinct types of peer teaching that have since influenced educational practices.

1 Discussion groups led by student teaching assistants are used to supplement larger lectures In some cases, students who previously have done well in the course are asked to help prepare and correct exams as well as to lead group discussions

2 As an element of the Personalized System of Instruction (PSI) developed by Keller, students act as proctors who work on a one –to – one basis with students taking the course The proctor‟s role is to administer tests on the numerous course units worked through by the individual students and give constructive feedback on the test results Proctors also may let the course director know how their students are doing and report any problems with course materials

3 Course directors organize students into work groups conducted by the students themselves The purpose of students groups is to increase participation In some cases, the groups may work completely independently of the teacher, or may periodically report to the teacher

4 Students are organized into learning cells in which two or three students alternately ask and answer questions on commonly read material, or critique each other‟s written work

5 Student counseling occurs outside the classroom when students seek assistance at a counseling center where trained students are available to provide one-to-one help The student counselor may review: study habits, recommend strategies for improving a grade, or provide feedback on course assignments before work is turned in to the teacher

Similarity, Anderson and Bound (1996:52) in the writing “Role of peer teaching in university courses” (1996) introduced:

Student-led workshops empower learners to take charge of designing and conducting sessions for their peers This approach fosters teamwork and enhances research skills, as students collaborate to create engaging content for their workshops.

Learning exchanges, also known as formal class presentations, allow students to gain knowledge on a specific topic directly from their peers This process not only enhances their understanding but also provides valuable experience in delivering presentations and receiving constructive feedback.

- Seminar presentations in small groups or pairs following a completed shared project or assignment

- Work – in – progress reports by individuals or groups working together on a project or assignment, followed by questions and discussion,

- Debriefing sessions following a field placement, industrial visit or work experience program These can occur in pairs, small groups and finally plenary sessions

- Peer feedback, whereby peers comment on each other‟s assignments according to agreed criteria and the results discussed

- Study groups, with or without staff facilitation, which meet inside or outside class on a regular basis either for specific tasks or as a learning support network

- Learning partnerships between two students provide a means of encouraging a more collaborative approach to learning while offering personal support outside the classroom

Formalizing peer teaching activities alters their dynamics, necessitating careful consideration when transitioning from informal to formal settings, as different agendas may emerge It is crucial to monitor these activities and remain attuned to participants' needs, especially if the process encounters difficulties Providing clear initial guidance, continuous support, and encouragement is essential, along with reflecting on the experience and gathering feedback to improve future peer teaching endeavors.

Theoretical background of ESP teaching

English for Specific Purposes (ESP) is characterized by its focus on teaching English with a clear utilitarian objective, as noted by Mackay and Mountfourd (1978) El-Minayawi (1984) emphasized that ESP courses are designed to enable students to confidently read and fluently discuss specialized subjects Hutchinson and Waters (1987) highlighted that the approach to language teaching in ESP is driven by the learner’s specific reasons for learning Additionally, Strevens (1988) defined ESP as a specialized subset of general language teaching aimed at particular purposes, a view supported by various language educators (Widdowson, 1983; Strevens, 1980; Robinson, 1980; Dudley-Evans).

St John, 1997; etc) have agreed ESP course would have the following features:

First, it is purposed and aimed at the successful performance of occupational or educational roles by an individuals or a group

Second, it is based on an analysis of the students‟ needs and is tailor – made to meet these needs

The last, it may differ from another general language course in its selection of skills, themes, topics, situations, functions, language and methodology

According to Hutchinson and Waters (1987), the most effective definition of English for Specific Purposes (ESP) is an approach to language teaching where all content and methods are tailored to the learners' specific reasons for learning They emphasize that ESP refers to English that is uniquely aligned with the principles and procedures relevant to a particular profession.

English for Specific Purposes (ESP) poses a multifaceted challenge for various stakeholders Learners must navigate the pressure to master English for professional or academic success Course designers and program planners are tasked with integrating ESP principles into adult education programs Additionally, teacher educators face the challenge of aligning training and development practices with the specific needs of adult learners in their region.

2.3.3 Major issues in ESP teaching in light of the learner – centered approach

From those things, ESP is an approach to language teaching, which is

ESP teaching, influenced by global Communicative Language Teaching, emphasizes the importance of learner-centered approaches and the learning process within specific contexts This focus is driven by clear and identifiable reasons for learning, ensuring that both the learner and the learning experience are prioritized.

In the context of English for Specific Purposes (ESP) teaching, it is essential to consider various factors that influence the learner and the learning process, including motivation, learning strategies, and learning theories Additionally, critical aspects such as syllabus design, material development, methodology, and assessment must be addressed in any language course This study focuses on peer teaching as an effective technique in ESP education, highlighting the significant roles of both ESP teachers and students within this approach.

Strevens (1988) identified ESP characteristic as follows:

1 ESP consists of English language teaching designed to meet specified needs of the learner

2 Related in content to particular disciplines, occupations and activities

3 In contrast with general English

4 Not taught according to any pre – ordained method

Evans and John (1998) modified Strevens‟ characteristics to form their own, they offered a modified definition as follows:

1 ESP is defined to meet specific needs of the learner

2 ESP is centered on the language, skills, discourse and genres appropriate to these activities

3 ESP may be related to or designed for specific disciplines

4 ESP may use a different methodology from that of general English

5 ESP is likely to be designed for adult learners either at a tertiary level institution or in a professional work situation It could, however, be for learners at secondary school level

6 ESP is generally designed for intermediate or advanced students

According to Carter (1983), there are three types of ESP:

2 The language used by air traffic controllers or by waiters are examples of English as a restricted language

3 English for academic and occupational purposes:

- English for Science and Technology (EST), English for Business and Economics (EBE), English for Social Studies (ESS), English for Academic purposes (EAP) and English for Occupational purposes (EOP)

- English with specific topics: This type concerned with anticipated future English needs of, for example, scientists requiring English for postgraduate reading, attending conferences or working in foreign institutions

Considering the characteristics of ESP courses, Carver (1983) states that there are three common characteristics to ESP courses:

1 Authentic materials – the use of authentic learning materials is possible if we accept the claim that ESP courses should be offered at an intermediate or advanced level The use of such materials, modified by teachers or unmodified, is common in ESP, especially in self - directed studies or research tasks The students are usually encouraged to conduct research using a variety of different resources including the Internet;

2 Purpose - related orientation – refers to the simulation of communicative tasks required by the target situation The teacher can give students different tasks – to simulate the conference preparation, involving the preparation of papers, reading, note – taking and writing At Faculty of Agronomy in Cakak, English course for Business Management involves students in the tasks of presenting a particular agricultural product, logo creation, negotiating with the clients (suppliers and buyers), telephone conversation They also practice listening skills, though the application is restricted because they employ newly acquired skills during their ESP classes with their colleagues and teacher

3 Self – direction means that ESP is concerned with turning learners into users For self – direction, it is necessary that teacher encourage students to have a certain degree of autonomy – freedom to decide when, what, and how they will study For high – ability learners it is essential to learn how to access information in a new culture

ESP courses vary by scientific field or profession and possess distinct characteristics Consequently, educators of these courses must adopt diverse roles and acquire specialized knowledge.

Roles of ESP teachers and students in peer teaching process

2.4.1 The roles of ESP teachers in peer teaching process:

ESP teaching is highly diverse, leading some authors, such as Dudley-Evans and St John (1998), to prefer the term "practitioner" over "teacher" to highlight that ESP work encompasses much more than just teaching An ESP practitioner can fulfill multiple roles in this context.

1 The ESP practitioner as a teacher

2 The ESP practitioner as a course designer and material designer

3 The ESP practitioner as a researcher

4 The ESP practitioner as a collaborator

5 The ESP practitioner as an evaluator

6 The ESP practitioner as an explorer

7 The ESP practitioner as an organizer

8 The ESP practitioner as an advisor

9 The ESP practitioner as an instructor

10 The ESP practitioner as a guide

2.4.2 The roles of ESP students in peer teaching process:

Besides the ESP teacher roles, we have the basic learner role in the peer teaching process The learners have some important roles:

1 The ESP learners as explorers

2 The ESP learners as organizers

3 The ESP learners as strategists

4 The ESP learners as performers

5 The ESP learners as guides

Wright (1987) emphasized that both teachers and learners assume multiple roles that are generally accepted, highlighting that learners can enhance their effectiveness by becoming more self-aware of their learning strategies and preferences during peer teaching activities It is crucial to understand that these roles do not occur spontaneously; rather, they must be clearly articulated to ensure learners understand their expected contributions.

Learner role expansion occurs primarily through peer teaching, where each teacher role—excluding trainer and instructor—aligns with a corresponding learner role This dynamic allows both teachers and learners to engage in reciprocal learning experiences, enhancing their educational journey.

1 The ESP teacher and learners as co – explorers

2 The ESP teacher and learners as co – organizers

3 The ESP teacher and learners as co – communicators

In summary, ESP teachers possess the essential knowledge and tools to effectively support students in their specific fields of study While they are not experts in those professions, their focus is on teaching English tailored to professional contexts These educators assist students, who have a deeper understanding of their subjects, in developing crucial skills for comprehending, utilizing, and presenting authentic information relevant to their careers A proficient ESP teacher can seamlessly transition between various professional fields without extensive preparation, leveraging established frameworks and course design principles to adapt to new content It is essential that the subject matter is provided by professors or field experts.

- Authentic: the main purpose of teaching skills is to enable students to deal with authentic information despite their level of English

- Up – to – date: The informational exchange is growing more intensive

- Relevant for the students‟ specializations: they ought to be given the information representative for their target language use situation

Research across multiple countries has consistently shown the significant benefits of peer teaching, with students reporting positive experiences in course evaluations In English for Specific Purposes (ESP) classes, the dynamic between teachers and students often involves shared roles, enhancing the effectiveness of their collaborative learning As a result, peer teaching is regarded as a critical component in achieving educational goals.

Implementing peer teaching

According to Caine (1991), student retention of information varies significantly, with only 10% of students recalling what they hear, 15% what they see, and 20% what they both hear and see However, 60% of students retain knowledge through hands-on practice, 80% through active reflection, and an impressive 90% when they teach others This highlights the effectiveness of peer teaching in English for Specific Purposes (ESP) classes, as it fosters a student-centered learning environment In this approach, students are organized into groups and take turns teaching one another, ensuring that everyone remains actively engaged in the language learning process, ultimately enhancing their learning outcomes.

Peer teaching through formal cooperative learning groups involves students collaborating over a period ranging from a single class session to several weeks These groups are formed with specific tasks in mind, allowing students to work collectively towards shared learning objectives Participants engage in either group teaching or class teaching, fostering an environment where they can effectively teach and learn from each other.

2.5.2 Way of handling a peer teaching:

- ESP teachers give consultation time for each group

- ESP teachers choose and skip materials

- ESP teachers provide teaching and learning tools

- ESP teachers provide different learning situation

- To create group tasks, class are divided into several groups containing of 4-

- Then, ESP teachers give each group a topic that they should discuss in their own group

- ESP students are given several days to discuss and learn their own topic in groups

- Each member is responsible to take part and they are dependent on all the others

- Later, they are to teach their friends about the topic they have They are to transfer what they have discussed and learn with their groups

- Next, they receive feedback or questions from their friends and are responsible to answer (If it is necessary, teachers can intervene in time)

- Last, they will receive teacher‟s feedback

- Teachers observe what happening in the class with the roles as guider, monitor and control group‟s development

- He/she provides consultation time for each group to ask their difficulties

- He/she also tries to structure the tasks so that each group member can make an equal contribution

- He also sets up “competitions” among groups

- He/she moderates the peer teaching and encourages other groups to take part in teaching by asking and giving comment

- Teachers have no need to explain all the topics However, they have to clarify something if needed

- Teachers fill in Class observation rating form to mark

- Teachers give feedback and exchange ideas.

Values of peer teaching

In English for Specific Purposes (ESP) learning, the primary skills to develop are reading comprehension and translation The peer teaching technique, which involves cooperative learning groups, is highly valued as it allows ESP students to learn effectively without stress According to Stevick (1976), students who invest personal effort in their learning tend to master the material better and achieve deeper retention Successful language learners actively engage in their tasks and embrace risks, characteristics that are fostered through peer teaching.

The peer teaching technique is an effective method for ESP students to enhance their critical thinking skills by sharing their understanding and challenges with one another This collaborative approach allows them to teach their classmates about various topics, which encourages deeper learning and engagement As Gebhart (1980, p.73) noted, "Five sets of eyes and five brains can locate more patterns, sub-points, potential theses, and interesting editorial slants than can any one writer," highlighting the value of collective insight in the learning process.

Peer teaching significantly enhances student engagement in the learning process, transforming them into active participants rather than passive recipients of education This approach aligns with Dewey's concept of education as a continuous reconstruction of experience, as students deepen their understanding by verbally explaining concepts Through peer teaching, students actively engage with content at every level of Bloom’s taxonomy, fostering skills such as discussion, interpretation, and justification of their knowledge.

2002, p.18) The French philosopher Joseph Joubert wrote, “To teach is to learn twice” (Raimi, 1981, p.59)

It is perhaps fitting to end these values by citing Edge‟s (1985, P.80) view of this technique:

The dynamics of classroom learning are significantly influenced by the students themselves, highlighting the importance of peer interaction This collaborative environment fosters a communicative atmosphere, encouraging students to learn from one another without the fear of being corrected by their peers.

Peer teaching techniques as an effectiveness techniques in teaching process: 27

Peer teaching has a long tradition in higher education and offers many benefits to participants However, the study of peer teaching techniques has not been done much so far

Goldschmid et al (1976), in their book entitled “Peer teaching in Higher

Education: A review” to discussing the socio-psychological, pedagogical, economical and political considerations have all contributed to this recent interest

Peer teaching models, such as discussion groups, proctoring, student learning groups, and student counseling, have gained traction in educational settings However, instructors face challenges when implementing these models, including selecting suitable student partners, defining the roles of student teachers, fostering cooperation over competition, structuring the learning environment, preparing student teachers, and considering the financial and instructional implications Research indicates that when integrated with other teaching methods, peer teaching can significantly benefit both student teachers and learners, promoting active participation and enhancing skills in cooperation and social interaction.

In "Peer Teaching: To Teach is to Learn Twice," Neal A Whitman (1988) emphasizes the importance of peer teaching in the educational process, highlighting its practice and benefits He advocates for faculty to leverage the mutual advantages that arise when students take on teaching roles The book explores various types of peer teaching, academic planning strategies, specific peer groups, evaluation studies, and the psychological benefits associated with this approach Ultimately, Whitman concludes that peer teaching fosters collaborative learning, where both the "teacher" and "learner" gain valuable insights and skills.

In Vietnam, there has been a study on peer teaching techniques for Vietnamese teachers of English for ESP, such as the one by Phan Thi Ngoc Diep

(2001), in her MA Graduation Thesis entitled “A study on the use peer teaching in

The article discusses a study on peer teaching in English for Specific Purposes (ESP) classes at the College of Science, VNU It highlights the effective implementation of peer teaching and its benefits, noting that most ESP teachers recognize its significance in the teaching process Additionally, a considerable number of ESP students expressed interest in peer teaching sessions The research aims to gather data on ESP teaching and learning at the college level, but it remains uncertain whether this technique is applicable to practical English language skills in higher education or if its effectiveness is limited to ESP contexts Furthermore, questions arise regarding its suitability for adult learners in in-service and BA upgrade programs.

Chapter II reviews relevant materials divided into six sections It begins with an introduction to key concepts and the theoretical background of peer teaching techniques The chapter then explores the theoretical framework of English for Specific Purposes (ESP) and examines the roles of ESP teachers and students in the peer teaching process Following this, the implementation of peer teaching techniques is discussed, culminating in an overview of their values The research focuses on "A study on the effectiveness of peer teaching in ESP classes at Thua Thien Hue College of Education," specifically how these techniques enhance teaching in ESP classes, while excluding English for General Purposes Notably, the application of peer teaching techniques by ESP teachers at Thua Thien Hue College has not been investigated, suggesting a potential area for future research The subsequent chapter will outline the research methodology.

METHODOLOGY

Method Orientation

This research investigates the implementation of peer teaching in English for Specific Purposes (ESP) classes at Thua Thien Hue College of Education The study aims to address key questions regarding the effectiveness and impact of peer teaching methodologies in enhancing student learning outcomes in ESP contexts.

1 What are the students‟ and teachers‟ perceptions towards peer teaching practices in ESP classes?

2 What are the students‟ and teachers‟ attitudes towards their current practice of peer teaching in ESP classes at Thua Thien Hue College of Education?

3 What is the teachers‟ evaluation of the effectiveness of the peer teaching and some solutions to enhance the use of peer teaching in ESP classes at Thua Thien Hue College of Education?

This research employed both qualitative and quantitative methods, with a stronger emphasis on quantitative approaches According to Thomas Black (1999), quantitative research in social sciences aims to operationalize concepts and measure attitudes, perceptions, and opinions By utilizing quantitative methods, the study analyzed data collected from questionnaires to assess peer teaching techniques and evaluate students' attitudes toward their teachers' use of these techniques in English skills lessons.

Glense C and Peshkin A (1992) emphasize the importance of understanding how participants in a social setting construct their realities by accessing their multiple perspectives Relying solely on quantitative data from questionnaires may not provide valid and reliable insights, as highlighted by the challenges faced in this research To enhance the reliability of findings on peer teaching, qualitative methods, including class observations, were utilized Maykut and Morehouse (1994) assert that qualitative research focuses on closely examining participants' words, actions, and records Consequently, the viewpoints gathered from questionnaires were triangulated with observations, aligning with Yin's (1984) concept of triangulation, which combines various research methodologies to study the same phenomenon By integrating both quantitative and qualitative approaches, this study employed questionnaires and class observations to ensure the validity and reliability of the results.

This research explores the effectiveness of peer teaching techniques employed by teachers at Thua Thien Hue College of Education in their English for Specific Purposes (ESP) classrooms The findings suggest that these two approaches can complement each other in various aspects of the study.

Participants

The chosen participants are a group of ESP students and that EFL teachers are at Thua Thien Hue college of Education in Hue

The study involves eight experienced teachers from Thua Thien Hue College of Education, all of whom teach English for Specific Purposes (ESP) classes Each teacher holds a Master's degree in TESOL and has utilized peer teaching techniques in their classrooms, providing a wealth of knowledge and insights for the research Their diverse experiences in English teaching will contribute significantly to the depth of information gathered for this study.

A total of 120 students, aged 19 to 21, were randomly selected from three ESP classes at Thua Thien Hue College of Education, representing a mature age group This diverse group includes 50 students from Information Technology, 45 from Social Work, and 35 from Library Science, all of whom have recently completed a pre-intermediate level of English and are enrolled in their first ESP course.

Materials and procedures for data collections

The instruments for data collection comprised questionnaires, class observations and interviews

Classroom research is a growing interest among teachers (Griffee & Nunan, 1997), and utilizing data from questionnaires is a widely accepted method Questionnaires offer numerous advantages for gathering valuable insights (Brown, 1988, p ).

Questionnaires are an efficient and cost-effective method for data collection, allowing researchers to gather significant amounts of information quickly (Seliger & Shohamy, 1989) Nunan (1989) highlights their versatility, indicating they can be applied to various aspects of teaching and learning Additionally, my personal experiences in teaching English have demonstrated the value of questionnaires as a beneficial research tool.

The study employs a mixed-methods approach, utilizing both quantitative and qualitative data collected through questionnaires These questionnaires were specifically tailored for two distinct groups of informants: students and teachers.

A questionnaire was developed for eight ESP teachers at the Thua Thien Hue College of Education to assess their perceptions, attitudes, evaluations, and potential solutions regarding the implementation of peer teaching in their ESP lectures.

I developed and refined 18 questionnaire items aligned with my research questions, incorporating feedback from colleagues After adjustments, I piloted the questionnaire with a group of eight EFL teachers The survey is structured into four distinct sections.

The initial set of questions, numbered 1 to 7, aims to explore teachers' perceptions of peer teaching practices in English for Specific Purposes (ESP) classes Additionally, the research seeks to understand how ESP teachers at Thua Thien Hue College effectively implement peer teaching techniques.

Secondly, questions 8, 9, 10, 11 are focused on finding out the answer to the third research question: teachers‟ attitude towards peer teaching practices in ESP classes

Questions 12 to 17 aim to explore teachers' evaluations of the impact of peer teaching on their English instruction and to gather suggestions for improving the implementation of peer teaching in English for Specific Purposes (ESP) classes (Refer to Appendix 1)

Questionnaire 2 was delivered to 120 students in the three sample ESP classes at Thua Thien Hue College of Education to find out their perceptions and attitudes in deploying peer teaching techniques

This questionnaire aims to assess students' attitudes toward teachers' use of peer teaching techniques in English lessons Given uncertainties about the participants' proficiency in the English language, the instructions and items have been carefully crafted for clarity and accessibility.

Vietnamese Not like teacher‟s questionnaire, student‟s questionnaire was based mainly on focusing two parts:

First, questions 1, 2, 3, 4, 5, 6, 7 are designed to get the answer for the first research question, which investigate students‟ perception towards peer teaching practices in ESP classes

The following questions—8 through 16—aim to explore students' attitudes regarding their current experiences with peer teaching in English for Specific Purposes (ESP) classes at Thua Thien Hue College of Education.

Interaction analysis plays a crucial role in understanding classroom dynamics, particularly in the context of teacher-student communication (Kumaravadivelu, 1999) By incorporating class observations alongside questionnaires and interviews, researchers can triangulate their findings, enhancing the practicality and reliability of the study.

The researcher utilized an observation sheet (refer to Appendix 3) to gain a comprehensive understanding of the implementation of peer teaching techniques in enhancing language skills within English for Specific Purposes (ESP) classes The observation focused on seven key areas related to this teaching method.

Effective teacher organization is essential for successful instruction, as it lays the groundwork for implementing various instructional strategies Utilizing hands-on experiences in laboratories, studios, or field settings enhances student engagement and understanding A strong foundation in content knowledge allows educators to present material confidently, while effective presentation skills capture student attention Building rapport with students fosters a positive learning environment, and clarity in communication ensures that concepts are easily understood, ultimately leading to improved educational outcomes.

The researcher observed six 50-minute skills lessons at the nominated college, meticulously following the teaching procedures and examining the intended lesson objectives During this process, she recorded her observations by marking items across four designated areas for subsequent analysis (refer to appendix 3).

Interviews with both teachers and students indicate that the primary challenge of the new curriculum is its rapid pace To enhance the quantitative findings from the questionnaire analysis, I organized in-depth and structured interviews.

FINDINGS AND DISCUSSION

Students‟ perception towards peer teaching practices in ESP classes

This research investigates the effectiveness of peer teaching techniques in English for Specific Purposes (ESP) classes, emphasizing the necessity of student participation in these activities Understanding students' perceptions of peer teaching is crucial, as analysis of their questionnaires provides valuable insights to support the findings The results are derived from the statistical data collected through these questionnaires.

4.1.1 ESP Students are interested in peer teaching techniques

Chart 4.1 ESP Students are interested in peer teaching techniques

Chart 4.1 describes ESP students‟ interest in the teacher‟s peer teaching techniques used in language skills lessons The results demonstrate that a considerable number of students (90%) are interested in the techniques very much And it is a good sign that peer teaching is a useful activity in teaching ESP, because only 10 % of them admitted that they are not interested in peer teaching

Many ESP students express a strong interest in peer teaching techniques, finding them beneficial in the learning process One student noted, “I love to learn from other classmates because it's often easier; the student teacher understands our challenges better, having faced them more recently Their explanations tend to be simpler and more effective, creating a more relaxed learning environment with less pressure and judgment Additionally, there is a strong motivation to learn quickly and thoroughly in order to keep up with the mentor.”

Teaching provides me with a profound sense of value and accomplishment It enhances my understanding of the materials, as my partners and I work together to clarify concepts This collaborative effort allows us to engage deeply with the content, ensuring that it becomes crystal clear in our minds, ultimately enabling us to convey it effectively to our students.

In conclusion, ESP students exhibited a positive attitude towards the peer teaching process, finding it an effective method for learning English for Specific Purposes This approach not only enhanced their interest and motivation in their studies but also emphasized the idea that "the one who does the talking, does the learning" (Vygotsky, 1930) Overall, ESP students acknowledged the significant role of peer teaching in their educational experience.

4.1.2 ESP students’ evaluation is about the importance of peer teaching

Very important Important Rather important Less important No ideas

Chart 4.2 ESP students’ evaluation is about the importance of peer teaching techniques

Chart 4.2 reveals that 41.5% of students consider peer teaching an important technique for developing language skills, while 30% view it as very important Additionally, 21% of students find peer teaching to be rather important, and only 7.5% believe it is not important at all Notably, none of the respondents were uncertain about its value.

Peer teaching plays a crucial role in enhancing the learning potential and understanding of the subject among students in English for Specific Purposes (ESP) programs Research indicates that a significant majority of ESP students value this approach, with 30% considering it very important and 41.5% deeming it important, leading to a total of 71.5% who recognize its significance Only 9 out of 120 ESP students believe that peer teaching is not important, highlighting its effectiveness in the educational process.

Utilizing students as peer teachers can significantly enhance their motivation, as it fosters closer interactions with faculty members Many students appreciate the chance to collaborate with professors in planning and executing programs, which helps them feel like colleagues Consequently, peer teaching serves as an effective strategy for nurturing future educators in higher education (Whitman, 1988, p.7).

4.1.3 ESP students’ opinions on the hypothesis that if ESP teachers do not conduct peer teaching techniques, ESP lessons will be less successful

Chart 4.3 ESP students’ opinions on the hypothesis that if ESP teachers do not conduct peer teaching techniques, ESP lessons will be less successful

The effectiveness of peer teaching in English for Specific Purposes (ESP) classes is evident, as only 9.2% of students reported feeling successful without it, while a significant 80% felt less successful in its absence Additionally, 4.1% of students perceived themselves as more successful when peer teaching was employed, and 6.7% remained uncertain about their success This highlights the crucial role of peer teaching in enhancing student outcomes in ESP education.

Peer teaching plays a crucial role in the effectiveness of English for Specific Purposes (ESP) lessons, as evidenced by a survey in which 80% of ESP students indicated that they struggle to learn successfully without peer teaching techniques In contrast, only 4.1% of students reported that they learn more effectively without these methods These statistics highlight the essential nature of peer teaching in the ESP teaching process, demonstrating strong approval from a significant majority of students.

In addition, learning may increase with a blend of situations in which professors are present and are not present (Whitman, 1988, p.74) and Whitman also explained

Peer teaching enhances the educational experience by supplementing, rather than replacing, traditional faculty instruction It allows for increased resources and support for students, while still valuing the role of professors in the learning process.

Whitman (1988) emphasized the significance of peer teaching, highlighting that enabling students to teach one another is a vital service educators can provide This approach not only benefits faculty through their own learning experiences but also extends valuable learning opportunities to students However, it is essential for English for Specific Purposes (ESP) students to invest time and effort into mastering peer teaching techniques to ensure their effectiveness Consequently, this study will explore ESP students' perspectives on teachers who wish to implement peer teaching strategies in their classes.

4.1.4 ESP students’ opinion would like their teachers to apply peer teaching techniques in ESP classes

Agree Disagree Not sure No ideas

Chart 4.4 ESP students’ opinion would like their teachers to apply peer teaching techniques in ESP classes

According to chart 4.4, 73% of students support the implementation of peer teaching in all English for Specific Purposes (ESP) classes, while 10% oppose it Additionally, 12% of students expressed uncertainty about its use, and six out of 120 students indicated they had no opinion on the matter.

Peer teaching is highly effective in ESP lessons, as evidenced by data from chart 4.4, which shows its frequent application One ESP student remarked on the enjoyment of diverse teaching methods, emphasizing the significance of "planned behavior" in their learning success Another student noted that listening to classmates enhances understanding and expressed joy in speaking English during group teaching activities.

Most students at Thua Thien Hue College of Education strongly believe that ESP teachers should incorporate peer teaching into their instructional methods While students are receptive to peer teaching techniques during skill lessons, their willingness to engage in peer teaching sessions led by teachers varies The following section will explore the level of enthusiasm students exhibit toward participating in peer teaching activities.

4.1.5 ESP students’ willingness to participate in peer teaching practices

W ho le he ar te d

E nt hu si as tic

Chart 4.5 ESP students’ willingness to participate in peer teaching practices

ESP students‟ attitude towards peer teaching practices in ESP classes

It is helpful for students‟ learning 86 72

It helps students have feedback from their classmates and teacher

It helps students enhance their ability of collaborating

It helps students more confident in the representation

It wastes of the students‟ time 2 1.6

Table 4.2.1 ESP students’ attitude towards peer teaching practices in ESP class

Note: One item could receive more than one choice given by students

According to the data in Table 4.2.1, a significant 72% of students find peer teaching beneficial for their learning, with 79.2% appreciating the feedback it provides from both classmates and teachers Furthermore, an impressive 94.2% believe that this method enhances their confidence in presentations However, a small minority of 4 out of 120 students feel that peer teaching is a waste of time and not useful.

An ESP student expressed her idea: “I’m more aware of what in regard to picking important sessions from study material Much more organized”

Another ESP student stated: “Asking and speaking to somebody who has recently sat the exam enable me to discover which parts of the course were relevant

I wish I had a lot of chance to apply this technique”

Students often pursue peer teaching roles to foster closer connections with faculty, as noted by Whitman (1988) While traditional educational models emphasize individual work, collaborative efforts among students can also enhance the learning experience (Whitman, 1988).

In short, peer teaching techniques are helpful for them

4.2.2 Tools of ESP students’ participant in peer teaching techniques

Peer teaching tools Students’ responses (N)0

Table 4.2.2: Tools of ESP students’ participant in peer teaching techniques

Table 4.2.2 indicates that a significant majority of students engaged in peer teaching techniques within ESP classes, with 90% participation In contrast, only 8.3% of ESP students were involved in the Conference Plan This highlights the prevalence of peer teaching, a concept that Whitman (1988, p.5) notes has historical roots dating back to ancient Greece, where student leaders were utilized as archons, extending through to the nineteenth century.

Research indicates that older students teaching younger peers in classrooms enhances their own learning outcomes (Wagner 1982) In a study involving 120 students, only two reported experiencing peer teaching through the Intel Program's Getting Started Course, which focuses on teaching skills and fostering 21st-century approaches One student shared their insights on this beneficial practice.

Becoming a teacher for the first time made me feel empowered and significant Throughout this experience, I gained valuable skills, including classroom management, effective idea sharing, and building confidence.

In summary, three essential tools have been introduced to enhance students' experiences as effective peer teachers, ultimately contributing to the development of proficient college educators in the future (Whitman, 1988, p.74).

4.2.3 Reasons why ESP students like using peer teaching techniques

For working and collaborating with them 88 73

For developing skills in organizing and planning activities

For arousing students‟ interest in learning ESP 96 80

Table 4.2.3 Reasons why ESP students like using peer teaching techniques

Note: One item could receive more than one choice given by students

Table 4.2.3 highlights the reasons ESP students favor peer teaching in their classes A significant 73% of students believe that peer teaching enhances collaboration, while 72.5% appreciate its role in improving their learning experience Furthermore, 80% of the students recognize the effectiveness of peer teaching techniques in boosting their interest in ESP lessons Additionally, 35 out of 120 students consider peer teaching beneficial for other studies, with 29.2% actively using it in different academic contexts Remarkably, 47% of students attribute their engagement to personal interest, and an overwhelming 97% aim to develop skills in organizing and planning activities One student noted, “I feel more comfortable asking questions to other students rather than my professor,” emphasizing the supportive environment peer teaching creates.

Another idea was expressed: “I myself reduced frustration on difficult assignments and had more time for individualized attention”

And, “I try to learn how to use computer better to show my performance by powerpoint”

Two of the respondents (1.8%) wrote that they used peer teaching not only in ESP lessons but also in other subjects

In conclusion, peer teaching enhances student performance by improving their understanding of various concepts, fostering computational skills, and increasing interest in learning English This approach also aids in developing essential skills for organizing and planning activities effectively.

4.2.4 How ESP teachers correct ESP students’ mistake when ESP students present

Giving the correction directly after students have finished their presentation

Giving the correction directly when students are presenting

Giving the correction and handout to consolidate

Giving new information for the lesson to be rich 47 39.1

Table 4.2.4 How ESP teachers correct ESP students’ mistake when ESP students present

Note: One item could receive more than one choice given by students

Table 4.2.4 outlines the error correction strategies employed during peer teaching sessions, revealing no significant differences between questionnaire responses and observational data The predominant strategy, utilized by 76% of students, involved providing corrections alongside handouts for reinforcement Additionally, 29.1% of the 120 students preferred immediate corrections following their presentations Another notable approach was the introduction of new information to enhance the lesson Two students expressed a desire for direct corrections post-presentation, along with handouts for revision.

And “I like my friend’s idea and I think the teacher to give more new information for the lesson to be abundant”

In sum, the way that ESP students like best that ESP teachers use to correct their errors is to give the correction and handout to consolidate.

Summary of results related to students

An analysis of questionnaires, class observations, and interviews with ESP students and teachers revealed the effectiveness of peer teaching techniques in the instruction of English for Specific Purposes (ESP) at the Department of English, Thua Thien Hue College of Education.

The perception of ESP students regarding the significance of peer teaching in ESP lessons reveals noteworthy insights The findings show that a considerable number of students express a strong interest in their teachers implementing peer teaching techniques, with 30% and 41.5% acknowledging the vital role these techniques play in the ESP teaching process.

The findings reveal a positive attitude among ESP students towards the application of peer teaching techniques, with 94.2% acknowledging that it enhances their collaborative skills Additionally, 79.2% agree that peer teaching provides valuable feedback from both peers and instructors Consequently, a significant portion of ESP students, 74.2%, actively engaged in the peer teaching process, with 35% participating wholeheartedly in their classmates' performances and 45.8% enthusiastically involved in peer teaching activities.

The findings from the ESP students' questionnaire indicate a significant positive perception and attitude towards the application of peer teaching techniques in ESP lessons The literature on peer teaching reveals that these techniques can effectively enhance ESP students' skills in organizing, planning activities, and collaborating with peers Additionally, the responses suggest that ESP teachers can optimize the use of peer teaching techniques to improve the teaching process Consequently, insights gathered from the ESP teachers' questionnaire regarding their perceptions, attitudes, and evaluations of these techniques are essential for further exploration.

Teachers‟ perceptions towards peer teaching practices in ESP classes

Chart 4.8 The overall teachers’ perceptions toward peer teaching in ESP classes

Chart 4.8 summarizes teachers‟ perceptions toward peer teaching technique in ESP classes Most of the teachers (75%) regarded peer teaching as a very essential element in teaching process At the same time, 25% of them considered it to be important technique It is interesting that none of the teachers denied the importance of technique As a result, all of the teachers (100%) agreed that peer teaching made them more successful in their teaching ESP for ESP classes Brawner et al., 2001 stated that there has been a shift from traditional teacher-centred teaching towards students- centered teaching approaches in science courses which increasingly focus on professional standards And one of ways towards students – centered teaching approaches is using peer teaching techniques As Kay Miranda, using peer teaching techniques helps utilize all the resources available to a teacher Students understand how other students communicate Additionally, how one student internally assimilates information can be expressed to help other students understand it better Effective peer teaching techniques improve the overall learning environment and success of all students when implemented properly

4.4.2 The necessity for using peer teaching in ESP Classes

Chart 4.9 The necessity for using peer teaching in ESP Classes

1 As successful as usual 3 Less successful

According to Chart 4.9, an impressive 87.5% of teachers affirmed the importance of incorporating peer teaching in English for Specific Purposes (ESP) classes, while only 12.5% believed their success would remain unaffected without it Notably, none of the teachers expressed a negative view on this approach One teacher emphasized the value of peer learning, stating, “I wanted to make peer learning centre stage in my classroom Because it helps all of my students to have an opportunity to teach a peer and be taught by a peer teacher in a formal manner should aid future informal interactions and make these more widespread both inside and outside the classroom.”

4.4.3 The teachers’ opinions would like to apply peer teaching to every ESP classes

Chart 4.10 The teachers’ opinions would like to apply peer teaching to every ESP classes

According to Chart 4.10, 87% of participants strongly believe that peer teaching should be utilized in English for Specific Purposes (ESP) classes, while 13% showed a lack of interest in this approach A teacher emphasized the importance of peer teaching, stating that it enhances effective instruction, student achievement, and overall learner success Research supports the notion that collaborative teaching practices lead to improved classroom outcomes Furthermore, the teacher noted that successful ESP instruction often requires support and collaboration among educators, highlighting the need for systems that facilitate effective teaching practices in schools and districts.

4.4.4 The teachers’ reasons for using peer teaching techniques in ESP classes

For arousing students‟ interest in learning

For developing skills in organizing and planning activities

For working and collaborating with students 4 50

Table 4.2.6 The teachers’ reasons for using peer teaching techniques in ESP classes

Note: One item could receive more than one choice given by teachers

According to Table 4.2.6, 12.5% of teachers utilize peer teaching techniques primarily for personal interest, while 25% apply these methods to enhance their studies Notably, 6.25% of teachers agree that peer teaching improves student learning in English for Specific Purposes (ESP) classes Additionally, 50% of teachers believe in collaborating with students through peer teaching A significant 75% of teachers use these techniques to develop skills in organizing and planning activities, and six out of eight teachers recognize their effectiveness in increasing student interest in learning English Two teachers emphasized the importance of student preparation and engagement, stating that peer teaching activates quieter students and enhances their learning experience Overall, ESP teachers acknowledge that peer teaching fosters better learning outcomes and motivates students in their English studies.

Vietnamese educators can incorporate these techniques into their teaching methods to foster student enthusiasm, which may stem from both the students themselves and the teachers' implementation of these strategies The effectiveness of peer teaching techniques utilized by teachers is highlighted, and the subsequent table will illustrate how ESP teachers can successfully conduct these peer teaching methods.

4.4.5 The selection of groups for peer teaching

Ways of selection group Number=8 Percentage

Random grouping, such as by counting off 1 12.5

Some combination, such as by students choosing a partner and the teacher grouping these groups

Table 4.2.7 The selection of groups for peer teaching

According to Table 4.2.7, none of the ESP teachers (0%) expressed a desire for their students to avoid selecting their own peer teaching groups While 12.5% preferred random methods like counting off for group selection, a significant 87.5% favored a combination approach, allowing students to choose their partners before the teacher finalizes the groups These findings indicate a shared perspective between ESP students and their teachers regarding group selection methods.

4.4.6 Number of students in each group

Chart 4.11 Number of students in each group

Chart 4.11 provides a detailed description of the number student of each group As displayed in this chart, 0% of ESP teachers would like to divide two students for each group One out of eight ESP teachers enjoyed three students for each group Meanwhile, a large number of the ESP teachers (87.5%) wanted to divide four students for each group None of the ESP teachers had ideas

4.4.7 The allocation time for each group’s presentation

Chart 4.12 The allocation time for each group’s presentation

As indicated in chart 4.12, up to 87.5% ESP teachers would like to limit the time to present about 20 minutes for each group And there is 12.5% of them choose

25 minutes for each group None of the ESP teachers had other ideas.

Teachers‟ general attitudes towards peer teaching techniques

4.5.1 ESP teachers’ general attitudes towards peer teaching

Teachers’ attitudes towards peer teaching Number=8 Percentage

It is helpful for your career 8 100

It is beneficial to students 6 75

It helps you deal with new changes 7 87.5

Table 4.2.8 ESP teachers’ general attitudes towards peer teaching

Note: One item could receive more than one choice given by teachers

Table 4.2.8 highlights that none of the teachers considered peer teaching to be meaningless, with 100% agreeing on its helpfulness for their careers This indicates a strong recognition of the importance of peer teaching in enhancing their ESP (English for Specific Purposes) instruction One teacher emphasized, “We can build many methods by encouraging students, but I wondered why students do not study together and help each other through peer teaching in class I realized that peer teaching plays an important role in the ESP teaching process and is essential.”

A significant majority of teachers (87.5%) believe that peer teaching effectively aids in adapting to new changes in the classroom Through their personal experiences, educators can pinpoint the challenges students face with course material, allowing for direct interaction to address these issues Moreover, peer teaching fosters opportunities for teachers to collaborate with faculty and strengthen their relationships.

According to a 1998 study, students find the learning experience both exciting and interesting, viewing it as a chance to engage more deeply with the material They appreciate the opportunity to enhance their understanding, assist their peers, and uncover new insights that they previously may not have grasped fully.

In addition, 75% of the participants added that peer teaching could also bring about benefits for their ESP students From Teacher Interview, a teacher expressed:

ESP students would greatly benefit from practicing skills outside the classroom, as this experience would allow them to collaborate with peers, effectively communicate complex ideas, and enhance their abilities in both peer and self-assessment.

Table 4.2.8 indicates that all teachers view peer teaching as a meaningful and realistic approach, highlighting its growing popularity and perceived effectiveness among ESP educators.

In conclusion, teachers recognize the importance of peer teaching in the English for Specific Purposes (ESP) process They observe that peer teaching enhances the motivation and aspirations of learners, helping them overcome challenges in their ESP studies Therefore, it can be affirmed that peer teaching serves as a collaborative learning method that benefits both educators and students.

4.5.2 Tools of peer teaching adopted by ESP teachers

Peer teaching tools Number=8 Percentage

Table 4.2.9 Tools of peer teaching adopted by ESP teachers

Note: One item could receive more than one choice given by teachers

Table 4.2.9 indicates that all ESP teachers (100%) participated in peer teaching techniques from the Conference Plan, with 87.5% implementing these methods in their ESP classes Among the eight teachers, only two utilized peer teaching in Major English, while none applied these techniques in non-Major English classes, and no alternative approaches were reported.

4.5.3 The frequency of teachers’ use of peer teaching techniques in ESP classes

Chart 4.13 The frequency of teachers’ use of peer teaching techniques in ESP classes

According to Chart 4.13, a significant majority of ESP teachers (62.5%) consistently implement peer teaching techniques in their language skills lessons, while one out of eight teachers frequently applies these methods, and two occasionally use them when necessary ESP, viewed as a distinct area within English language teaching (ELT), positions ESP teachers not as specialists in specific fields but as experts in teaching English tailored to professional contexts These educators play a crucial role in aiding students, who often possess deeper subject knowledge, to develop essential skills for understanding, utilizing, and presenting authentic information relevant to their professions.

In conclusion, consistently implementing peer teaching in ESP classes allows students to engage in collaborative learning through diverse tasks organized by their teachers, enhancing their learning experience (Goldschmid, 1988).

4.5.4 How ESP teachers deal with students’ errors in their presentation

Indicating errors and asking for self – correction 0 0

Questions, comments, and suggestions written on the piece of writing

Feedback written from your evaluation- form 4 50

Editing, using proofreaders‟ code jotted directly onto the text itself 1 1.25

Table 4.2.10 How ESP teachers deal with students’ errors in their presentation

Table 4.2.10 outlines various error correction strategies employed during peer teaching, revealing no significant discrepancies between questionnaire responses and observational data Notably, 50% of ESP teachers frequently utilized written feedback from evaluation forms, while the strategy of providing correct versions was recorded by 1.25% of teachers Additionally, 1.25% engaged in editing and applied proofreader codes directly on texts Furthermore, two out of eight ESP teachers chose not to provide questions, comments, or suggestions on the written work.

To effectively address students' errors, ESP teachers can utilize various strategies As one ESP teacher noted, "We can correct their errors in multiple ways, but it's essential to provide frequent, early, and positive feedback to reinforce students' confidence in their abilities."

We completely concur that essential elements for students include a balanced approach to fluency and accuracy activities tailored to their preferences, encouraging them to embrace new roles and engage deeply with the underlying concepts of the language they are using.

Teachers‟ evaluations on the effects of peer teaching techniques on their

4.6.1 The effects of peer teaching

Both peer teachers and peer learners learn 7 87.5

Using of peers as resources is a powerful strategy for promoting the development of student‟s higher – level thinking skills

Peer learners and peer teachers experiences significant gains in learning as a result of their collaborative interaction

Enhancing students‟ ability to express their ideas, developing computational skills and their moral, social and emotional values

Table 4.2.11 The effects of peer teaching

Note: One item could receive more than one choice given by teachers

The data in Table 4.2.11 highlights the advantages of peer teaching techniques, with 87.5% of ESP teachers acknowledging that these methods benefit both peer teachers and learners However, a notable 100% of participants view these techniques as highly effective in developing computational skills and enhancing students' moral, social, and emotional values, particularly in expressing their ideas Additionally, 75% of ESP teachers recognize the use of peers as a valuable strategy for fostering higher-level thinking skills Furthermore, seven out of eight ESP teachers strongly agree that collaborative interactions lead to significant learning gains for both peer learners and teachers Beyond the recommended benefits, two out of eight ESP teachers emphasize that peer teaching aids in reviewing and organizing material, leading to a better understanding of the subject and demonstrating the different cognitive processes involved in studying for teaching versus studying for exams.

In conclusion, peer teaching significantly enhances ESP students' mastery of various concepts while fostering their ability to articulate ideas This collaborative approach cultivates essential values such as sharing, responsibility, self-confidence, self-discipline, and time management Additionally, students designated as "little professors" can aid their peers in achieving a deeper understanding of the material As noted by Farivar and Webb (1994) and Martin (1981), the adage "teaching is the best teacher" underscores that the most effective way to learn is through teaching.

For peer teaching to be effective, it must be implemented consistently and frequently over a period of weeks, a semester, or even a full year In addition to the benefits for students, peer teaching techniques also offer significant advantages for teachers These advantages are illustrated in the statistics presented in Table 4.2.12.

4.6.2 The advantages of using peer teaching

Saving teachers‟ time from editing tasks, thus freeing them to spend more helpful guidance and instruction

Providing feedback from fellow students, which might be perceived as more helpful than from teachers

Additional motivation for learning may come through peer teaching

Table 4.2.12 The advantages of using peer teaching

Note: One item could receive more than one choice given by teachers

According to Table 4.2.12, a significant majority of teachers (87.5%) believe that peer teaching techniques are beneficial as they reduce the time spent on editing tasks, allowing ESP teachers to focus more on providing valuable guidance and instruction Additionally, 75% of ESP teachers noted that feedback from peers is often perceived as more constructive than that from instructors One ESP teacher highlighted the advantages of peer teaching, stating, "When I apply peer teaching, I save time on lesson editing because my ESP students excel at identifying and correcting their peers’ issues They provide additional feedback on the quality of work before submission, fostering cooperation among students." This collaborative approach enhances the learning experience.

The peer editing process fosters a collaborative academic environment where students actively engage as part of the scholarly community By critically evaluating a peer's presentation, editors contribute to a shared learning experience and provide valuable feedback, enhancing both their own understanding and that of their classmates (Rasool and Taturn, 1988, p.38).

One out of eight ESP teachers noted that peer teaching significantly boosts student motivation Additionally, teachers highlighted that when students take on the role of tutors, they gain a sense of responsibility, which can transform their negative perceptions of educators into a more optimistic view of their education This approach allows both teachers and students to engage more actively in the learning process.

In conclusion, while peer teaching offers numerous benefits, it is not a complete solution for all instructional challenges It is most effective when integrated with various teaching methods Therefore, ESP teachers should strategically select and combine multiple techniques to enhance learning outcomes for their students.

4.6.3 ESP teachers’ evaluation on using peer teaching percentage (%)

Chart 4.14 ESP teachers’ evaluation on using peer teaching

Peer teaching techniques have proven to be effective in enhancing language skills, as evidenced by teacher assessments According to Chart 4.14, a significant majority of ESP teachers reported greater success when implementing peer teaching in their classes, with 75% affirming its effectiveness compared to only 25% who were uncertain This highlights an opportunity for ESP teachers to engage in self-assessment and foster their professional development The positive perceptions of peer teaching techniques among ESP teachers are further supported by the findings in Chart 4.4, which underscore their importance in language instruction.

Despite the successes of peer teaching techniques, challenges persist for educators implementing them This prompts an exploration of the constraints commonly faced by English for Specific Purposes (ESP) teachers when utilizing peer teaching methods in language classrooms.

4.6.4 ESP teachers often have some problems when employing peer teaching

Shortage of time to give feedback 4 50

Lack of ability to control the whole class 2 25

Students‟ negative attitudes to peer teaching 0 0

Students‟ different levels of language 3 37.5

Table 4.2.13 ESP teachers often have some problems when employing peer teaching

Note: One item could receive more than one choice given by teachers

According to data presented in Table 4.2.13, 50% of ESP teachers report insufficient time to provide feedback on their students' presentations, while 25% indicate challenges in managing the entire class effectively An ESP teacher highlighted the issue, stating, “Most universities simply do not seem to have adequate classrooms for this type of teaching Small rooms with movable tables and chairs are usually in short supply, often forcing students into unsuitable, noisy quarters.”

In ESP classrooms, 0% of students exhibit negative attitudes towards peer teaching techniques, highlighting their potential effectiveness The varying language proficiency levels among students present a challenge for ESP teachers, but integrating "peer teachers" into the teaching process can effectively address this issue As noted by Schwenk and Whitman (1987), the principle of “see one, do one, teach one” emphasizes the benefits of peer teaching, as peers can adapt their instruction to match the learner's level of understanding Faculty members may sometimes teach above or below the students' comprehension, leading to unproductive experiences, whereas peer teachers, having recently acquired the same skills, can provide instruction that is appropriately tailored (Whitman, 1989) Moreover, students’ colleagues often represent an underutilized yet crucial resource in their learning journey (Mackenzie et al., 1970).

Teachers have the opportunity to identify both the advantages and disadvantages of peer teaching techniques in English for Specific Purposes (ESP), which allows them to evaluate their effectiveness in implementing this teaching method The findings from the collected questionnaires support this assessment.

4.6.5 How ESP teachers overcome above problems

Things teachers should do Teachers’ responses (N=8)

Getting help from students as asking students to make good preparation

Observing your colleagues‟ classes to get more experience in controlling class and getting help from colleagues

Table 4.2.14 How ESP teachers overcome above problems

Note: One item could receive more than one choice given by teachers

According to the data presented in table 4.2.14, 50% of ESP teachers believe they can rely on students for assistance, particularly in facilitating effective peer teaching Additionally, 37.5% of teachers indicated the importance of observing their colleagues' classes to enhance their classroom management skills Notably, a significant majority, 75%, of teachers frequently tackle challenges independently One ESP teacher emphasized the value of peer observation, stating, “We should observe the other.”

ESP teacher in peer teaching process to analyze the behaviors associated with teaching in those instances and we will receive some experiences for us” (Teacher Interview)

Financial problems with ESP students had because some ESP teachers allowed their students using the video tape to record what their students presented

Some students may face financial challenges with traditional peer teaching methods To address this issue, certain ESP teachers have sought to reduce costs by exploring alternatives For instance, one teacher noted, "I just handed out the questionnaire or observed my students’ performance instead of using video recording, which may cost more money to buy a camera." This approach highlights the importance of finding budget-friendly solutions in educational settings.

Goldschmid (1980) noted that peer teaching is no new cost to the university which is involved at all

In the absence of adequate materials, ESP teachers can utilize the Internet to access valuable information and resources The Internet serves as a significant tool for educators, allowing them to connect, share, and exchange documents with peers globally However, it is crucial to verify the reliability of these online resources, as not all information found is trustworthy Therefore, teachers should seek additional credible sources to ensure the accuracy of their materials.

In addition to overcome the difficulties themselves, three out of eight ESP teachers said they got help from colleagues in different ways

Summary related to the teachers

The teachers' questionnaire is designed to assess educators' perceptions of peer teaching practices in English for Specific Purposes (ESP) classes, their attitudes towards current peer teaching methods, and their evaluations of the impact of these techniques on ESP instruction Additionally, it aims to provide solutions for effectively enhancing the implementation of peer teaching in ESP classrooms The key findings from the ESP teachers' questionnaire are summarized in the following section.

Up to 100% of ESP teachers believe that peer teaching significantly enhances students' ability to express ideas, develop computational skills, and foster moral, social, and emotional values This insight underscores the reason why ESP educators incorporate peer teaching into their lessons According to responses from a teachers' questionnaire, peer teaching is perceived as a crucial component of the ESP teaching process, highlighting its vital role in effective instruction.

Teachers' attitudes towards peer teaching techniques are overwhelmingly positive, with 100% acknowledging its benefits for their careers Additionally, 75% of ESP teachers agree that peer teaching is essential in the ESP teaching process The advantages of these techniques include time savings on editing tasks, allowing teachers to focus more on providing effective guidance and motivation for students, as reported by 85% of respondents However, challenges remain, as 50% of ESP teachers struggle to provide adequate feedback due to time constraints, given the limited 50-minute teaching periods and only three sessions per week.

A significant 75% of ESP teachers recognize the effectiveness of peer teaching techniques in enhancing the teaching process of English for Specific Purposes (ESP), highlighting its valuable role in the classroom.

The survey reveals key insights into the effectiveness of peer teaching techniques, highlighting their utility in English for Specific Purposes (ESP) lessons across various subjects The findings indicate a positive trend in the effectiveness of these techniques, benefiting both ESP students and teachers.

Chapter Summary

The analysis of questionnaires, semi-structured interviews with teachers, and class observations reveals the effective use of peer teaching techniques in English for Specific Purposes (ESP) lessons Both teachers and students perceive peer teaching as a valuable process that fosters interaction and enhances teaching and learning quality While peer teaching offers significant advantages for ESP students and teachers, challenges such as timing of feedback and classroom management can hinder its effectiveness These issues, however, can be addressed and improved over time.

The current implementation of peer teaching in ESP classes at Thua Thien Hue College of Education proves to be advantageous, with both students and teachers exhibiting positive attitudes towards this approach Participants engage wholeheartedly and enthusiastically; however, teachers face challenges due to limited time for providing feedback and managing the entire class Additionally, varying language proficiency levels among students pose obstacles to effectively applying peer teaching in these classes.

ESP students and teachers suggest enhancing peer teaching techniques to overcome obstacles in ESP classes, enabling more effective implementation Both groups agree that peer teaching significantly boosts motivation for learning ESP lessons.

CONCLUSION AND IMPLICATIONS