Abstract

This study aimed at describing a peer-taught program in teaching the English novel course for third-year students at University College of Educational Sciences in Palestine. Through sharing the role of teacher with the students, students were able, with support, to learn and share their learning with their classmates. The major aims of the study were to find out whether the adoption of peer-teaching strategy can enhance the students’ awareness about and achievement in the plot, characters, themes, and symbols of the three assigned English novels and to find out whether the adoption of this strategy can raise the students’ motivation toward this course. Throughout the course, learners spend time summarizing the novels, evaluating the work or ideas of their peers, and explaining rationales—all significant activities that uphold critical thinking and long-term preservation of information. The results of the study showed that peer-teaching strategy has enhanced the students’ motivation and achievement in plot, characters, themes, and symbols of the three English novels. Key words: Peer-teaching, novel elements, achievement, motivation, long-term preservation.

Highlights

  • There are many variations of the word ‘peer coaching’ such as technical coaching, team coaching, collegial coaching, cognitive coaching, and challenge coaching

  • Peer coaching started in the early 1980s as a strategy to improve the degree of implementation of new curriculum and instructional techniques

  • The findings clearly revealed that the reciprocal peer tutoring programs were flourishing in regard to tutors and tutees’ achievements, motivation and attitudes

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Summary

Introduction

There are many variations of the word ‘peer coaching’ such as technical coaching, team coaching, collegial coaching, cognitive coaching, and challenge coaching. Technical coaching and team coaching involves new curriculum and instructional techniques into teachers’ habits. Collegial and cognitive coaching look for improving existing teacher practices by refinement techniques, developing collegiality, increasing professional dialogue, and assisting teachers to reflect on their teaching (Showers and Joyce, 1996). Peer coaching started in the early 1980s as a strategy to improve the degree of implementation of new curriculum and instructional techniques. They maintained that “teachers who had a coaching relationship - that is, who shared aspects of teaching, planned together, and pooled their experiences - practiced new skills and strategies more frequently and applied them more appropriately than did their counterparts who worked

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