Enhancing EFL Learners' Language Learning through Peer Tutoring: A Comparative Study of Speaking and Writing Outcomes and Learner Experiences

This study investigated the efficacy of peer tutoring in enhancing English language learning outcomes, with a particular focus on speaking and writing skills.  The study included 40 intermediate-level EFL learners, consisting of 20 males and 20 females, aged 18 to 24.  Utilizing a quasi-experimental pre-test/post-test design, participants were randomly assigned to either an experimental group, engaged in structured peer tutoring sessions, or a control group, receiving conventional teacher-led instruction. The intervention lasted four weeks, and the experimental group met for 45 minutes every other week for peer tutoring. The instruments comprised the Oxford Placement Test (Allan, 2004) for initial proficiency assessment, IELTS-based speaking and writing tests in two parallel formats, and a post-intervention questionnaire. Quantitative results demonstrated that the experimental group significantly surpassed the control group in both speaking and writing. The questionnaire findings indicated that peer tutoring enhanced learner confidence, motivation, and active engagement. These results support the use of peer tutoring as an additional teaching method in EFL settings. It also gives teachers useful ideas for how to improve student performance through group work.