Perceptions of peer-teaching strategy in the English major at a public university in Ecuador.

Abstract

The aim of this article is to identify the different perceptions of teachers, peer teachers and learners about the peer teaching strategy. Which in detail consists of the process in which students learn from each other, some benefits of this teaching strategy include developing students' collaboration and communication skills, building students' confidence, and the ability to take control of their own learning. Learners are more comfortable with collaborative work, working with their peers, making them able to interact, engage in reflection, and explore ideas more deeply than in a teach[1]er-tutor-led environment. This research was developed under the principles of qualitative research because it focused on recollection of the perceptions of the peer teaching strategy of the participants in the English major at a public university in Ecuador, through the application of semi-structured interviews, of the studied subjects who fulfilled the roles of the English teacher, peer teachers and peer learners, throughout the application of the teaching strategy. The analysis of the data collected was thematic, it was concluded from this that both the tutor and the students developed team spirit and more empathetic relationships; increased psychological well-being, social competence, communication skills, and self-esteem; higher performance and higher productivity in terms of better learning outcomes and English development. Overall, peer teaching had a positive impact and taking when it was aimed at students, as well as increased participation and skills of peer teachers and learners.