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

Jing GU


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


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

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