The Effect of Using the Peer Learning Strategy in Learning English on the Achievement of Intermediate School Students from their Teachers’ Point of View

Authors

  • Latifah Abdullah Alharbi

DOI:

https://doi.org/10.47750/jett.2023.14.03.049

Keywords:

Peer Learning, Strategy, Intermediate School, Learning English.

Abstract

The current study aims to identify the effect of using the peer education strategyin learning English on the achievement of intermediate school students from their teachers’ point of view .To achieve the aim of the study, the researcher used the descriptive approach, which is concerned with describing the phenomenon under study, using a questionnaire as a tool for data collection by distributing it to a sample of (60) English language teachers in Qassim region in Kingdom of Saudi Arabia.The study revealed a high-level effect of using the peer learning strategy on the achievement of intermediate school students, and a high level of English language teachers' support for the effectiveness of using the peer education strategy in teaching English, and there are statistically significant differences in the opinion of teachers about the effectiveness of using peer learning strategy in learning English due to
the gender variable in favor of females, which indicates that female teachers are more aware and understanding the effectiveness of using the peer learning strategy in teaching English. Also, the study found out that there are no statistically significant differences in the effect of using peer education in the education of intermediate school students due to the variables of gender, academic position, educational qualification, and number of years of work. The researcher recommended the need to use modern methods in the field of education in order to increase students' levels and improve their abilities and skills, and paying attention to providing programs and training courses that contribute to improving teachers' performance levels and raising their ability to use modern teaching methods.

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