Completing the jigsaw: ESL and EFL undergraduate views on interactive peer-based learning
Ashton-Hay, S 2009, 'Completing the jigsaw: ESL and EFL undergraduate views on interactive peer-based learning', TESOL in Context: Pedagogies of Connection Special Edition 2.
Available for download from the QUT ePrints digital repository at http://eprints.qut.edu.au/27592/
and the Pedagogies of Connection homepage at http://tesol.org.au/Publications/Pedagogies-of-Connection
English as a Second Language (ESL) and English as a Foreign Language (EFL) students often face incongruence with Western teaching methods and learning expectations. The aim of this paper is to explore the potential for interactive peer-based learning to engage ESL and EFL language learners provide authentic communication experiences and accelerate learning through two case studies in different contexts. A study was undertaken to investigate student ‘voice’ (Rudduck, 1999, 2005; Rudduck & Flutter, 2004) during an intervention of communicative language teaching using peer-based learning strategies. This article describes unique similarities and subtle differences between ESL and EFL undergraduate learning in two different cultural contexts, using a 'stages of learning matrix' teaching tool to encourage civic skills and self-efficacy. It also suggests ways for teachers to improve on inconsistencies in group-based learning in order to promote more inclusive and congruent learning experiences for English language learners.