Young learners’ attitudes toward peer mentoring within the scope of project-based learning

Abstract

The aim of this study was to examine the effects of project-based learning on young EFL learners’ motivation and attitudes peer mentoring in Turkey. For this purpose, 17 primary school students (10 girls and 7 boys) consisting of 2nd and 3rd graders were selected randomly. 3rd grade students as mentors were assigned to deliver an English lesson to the 2nd grade students named as mentees. The data for this qualitative study were collected through the five degrees of happiness Smiley Face Likert scale implemented to the 2nd grade students and interview questions which were directed to the 3rd grade students at the end of the instruction process. The analysis of data showed that both groups of students had positive attitudes toward peer mentoring activity, and they were motivated to learn English and desired to attend this activity again. It was concluded that peer mentoring had good impacts on young EFL learners’ opinions and attitudes related to English lesson.