Mentorship as a pedagogical resource to improve english learning

Abstract

This research explored Mentorship as a Pedagogical Resource to improve English Learning among higher education students at Universidad Estatal Península de Santa Elena. The study aimed to examine students' perceptions of peer mentoring, focusing on how it is implemented, and the advantages and difficulties learners face when this resource is applied to develop oral communication in English. A qualitative method was applied through one-on-one interviews with five students who participated in a peer mentoring program, guided by an eight-question, open-ended questionnaire. The findings indicated that students perceive peer mentoring as a significant strategy for enhancing confidence and mitigating anxiety when engaging in English communication. The presence of a more proficient peer fosters an environment characterized by trust and support, thereby contributing to the development of Students linguistic skills. It was reported that students achieve fluency in the target language through structured practice that moved from simple conversations toward more complex, real-life interactions. However, the process was not its without its challenges, including but not limited to low self-esteem, and fear of making mistakes, dependence on translation, particularly during the early stages of the mentoring process. The study concludes that mentorship contributes significantly to the development of speaking skills and self-confidence in EFL learners when it is implemented gradually, with patience, empathy, and consistent feedback from the mentor.