Abstract
This article reviews the pilot study of peer teaching in German language class in the higher education, as well as examines the possibilities and limitations of its effects on students, their engagement and learning outcomes. Peer teaching is one of the practical methods promoting active learning in the classroom. Since explaining something to others forces the teachers to refine their own understanding, peer teaching makes learning more meaningful, deeper and longer lasting. After using the peer teaching method with the German major students in the course GR111 at Thammasat University, it has produced higher levels of active participation and greater learning, despite limitations from the uncontrollable variables.
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