Peer-Mediated Instruction and Small-Group Interaction in the ESL Classroom

TLDR

Recent trends in English as a second language have prompted modifications to traditional methods, leading ESL instructors to seek alternatives that move away from drill‑oriented, audio‑lingual approaches toward more individualized, self‑directed learning. The authors propose that small‑group interaction can enhance ESL students’ experiences. Peer‑mediation, in which students teach and learn from each other, is introduced as a realistic, practical innovation grounded in real classroom situations, with suggested implementation steps and a sample module. The study presents implementation suggestions, expected instructor and student behaviors, and a sample class module.

Abstract

The recent trends in English as a second language have required modifications of existing methods and techniques which traditionally have been prescribed in our classrooms. With recent innovations in methods, ESL instructors are continually searching for approaches and techniques which will lead large-scale drill-oriented lessons, which have long been associated with the audio-lingual behaviorists, to more individualized learning. The search for alternatives has brought ESL teachers to look for ways in which self-directed and individualization can be more effectively employed in the ESL classroom. The authors suggest that small-group interaction is one way in which students can benefit more positively their experiences in ESL classes. Peermediation, an approach whereby students take the responsibility for learning from and teaching one another, is presented as a realistic and practical innovation. The authors present a rationale for this approach which is based on actual classroom situations in which smallgroup, peer-mediated instruction is utilized. Suggestions for implementation of the approach and a list of expected behaviors on the part of instructors and students are presented and an actual sample class module is offered.