Peer interaction and reading comprehension processes in EFL students

Abstract

This research project investigates perceptions of using peer interaction activities to promote the development and reinforcement of reading comprehension processes in EFL students. The study adopts a qualitative, phenomenological approach to exploring PINE students’ perceptions of peer interaction activities as a pedagogical tool. Data were gathered through semistructured interviews with seventh-semester university students who shared their experiences using peer interaction in the classroom. The results revealed that peer interaction activities promote motivation, engagement, and confidence, enabling students to clarify thoughts and see different text perspectives more effectively. Moreover, the integration of assigned reading roles and collaborative group work fosters active participation and enhances text comprehension capability. Based on these findings, the research highlights that peer interaction is a meaningful approach that aligns with constructivist and cognitivist theories, encouraging comprehension through interaction and reflection.