Peer teaching as a technique to improve oral communication in EFL learners

Abstract

Developing oral communication skills is one of the main objectives of teaching English as a Foreign Language EFL. However, many students have limited opportunities to practice speaking in the classroom because traditional teacher-centered approaches often reduce interaction and active participation. Considering this situation, the present study aimed to explore English teachers’ perceptions of peer teaching as a technique to improve oral communication among EFL learners. The research follows a qualitative approach, and data were collected through a questionnaire composed of open-ended questions administered to five English teachers from Unidad Educativa Fiscomisional Americano. The findings provide valuable information about teachers’ experiences, the perceived benefits and challenges of implementing peer teaching, and its contribution to students’ confidence, participation, fluency, and speaking performance. This study contributes to the field of English language teaching by providing useful insights for teachers and researchers interested in implementing collaborative learning strategies that promote meaningful communication and improve oral communication skills in EFL classrooms.