Introduction

Eric Mazur’s Peer Instruction is a pedagogical approach that shifts the focus from passive learning to active engagement, fostering deep understanding through peer discussions. Unlike traditional methods that emphasize learning rules from on high, Peer Instruction encourages students to construct knowledge actively. Originally developed for physics education, this model can be effectively applied to English language teaching (ELT). As explained by LSA Learning & Teaching Technology Consultants (2019), “Peer Instruction (PI) is an evidence-based, student-centered pedagogy originally introduced in 1991 by Eric Mazur in his physics classroom at Harvard University. It’s a highly engaging, active learning strategy that encourages students to create knowledge among themselves.” By integrating Peer Instruction into language teaching, instructors can enhance learners’ comprehension, critical thinking, and communicative skills while promoting student collaboration. Furthermore, a single thought can have a great and lasting effect when students take note of the feeling brimming inside themselves as they engage in discussions and challenge their preconceptions. This essay explores how Mazur’s ten key ideas can be adapted to ELT.

1. Students Learn Best by Teaching Each Other

One of the core principles of Peer Instruction is that students reinforce their understanding by explaining concepts to their peers. According to the Center for Teaching Innovation at Cornell University (n.d.), “Peer learning, or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts or find solutions to problems.” This collaborative approach fosters an environment where learners can build confidence while actively using the language and refining their knowledge. In the English classroom, Peer Instruction can be effectively implemented by engaging students in activities focused on grammar rules, new sets of vocabulary, or pronunciation nuances.

Far from being a solitary endeavor in a teacher's lair, language learning becomes a social and empowering process. As students work together, they often experience the realization that two or three heads are better than one. This shared discovery can lead to what may feel like the pinnacle of success for language learners: using the language effectively and confidently with peers. Moreover, such peer-to-peer interaction allows students to clarify misconceptions and address misunderstandings in real time. As noted by the Center for Teaching Innovation at Cornell University (n.d.), “Educational researchers have found that through peer instruction, students teach each other by addressing misunderstandings and clarifying misconceptions.” This shift in the learning dynamic can be especially valuable for students who may feel like vassals to rigid grammar instruction or appalled at the idea of speaking in front of the whole class. Instead, the classroom becomes a cradle of learning—a safe space where students find their forte, take risks, and grow in the language. When a student suddenly realizes they can explain a complex idea or help a peer, a shudder may pass through them: the thrill of mastering the content not as a passive recipient, but as an active contributor to their learning process.

2. Conceptual Understanding Over Rote Memorization

Peer Instruction emphasizes deep comprehension rather than mere memorization. As Proctor & Gamble Shiksha (n.d.) explains, “Rote learning is a systematic process that can be done without much thought as the approach relies on repetition. Whereas, conceptual learning is a thoughtful process that requires a [student] to take a deep dive into the topics and ideas in order to understand the whereabouts of the concepts of the subject.” In the context of English Language Teaching (ELT), this shift from rote to conceptual learning means guiding students to understand why certain grammatical structures work the way they do, rather than relying solely on mechanical drilling exercises. By embracing this thoughtful approach, teachers align themselves with the legacy of the forefathers of modern language education, who emphasized meaning, context, and interaction over blind repetition. Educators can encourage students to rummage through the layers of meaning behind idiomatic expressions or explore contextual variations in word usage. In doing so, learners become more autonomous, able to pounce down upon nuances in the language with a sense of ownership and intellectual curiosity.

This method also guards against the conceit that language mastery can be attained through memorization alone. While repetition has its place, it often creates a false sense of proficiency—a kind of cognitive casket where ideas remain locked away, unexamined. Conceptual learning, on the other hand, opens the lid and invites exploration. Even if the worst comes to the worst and a student forgets a memorized phrase, their deeper understanding will allow them to reconstruct meaning and communicate effectively. Through conceptual learning, students develop “higher-level thinking, oral communication, self-engagement, and leadership skills” (Center for Teaching Innovation at Cornell University, n.d.)—abilities that go far beyond parroting information. As a language teacher one can affirm that these outcomes cannot be attained by simple repetition. It takes meaningful, thoughtful engagement with language—and perhaps a touch of the wily learner’s spirit—to truly master it.

3. Flipping the Classroom

“Student engagement is vital, as it directly impacts success. If students are engaged with the subject matter, they’ll be attentive in class and retain the necessary information with more ease than if they were disengaged” (Promethean, 2023). In this spirit, Mazur’s model of Peer Instruction advocates for students to engage with content before class, allowing classroom time to be used for interactive, collaborative learning. As stated by the Center for Teaching Innovation at Cornell University (n.d.), “Flipping the classroom is a response to the idea that class time can be used to engage students in learning through active learning techniques, rather than through delivering lectures alone.”

In English Language Teaching (ELT), this flipped approach can be operationalized by asking students to watch short videos, read accessible texts, or review vocabulary lists before class. Rather than adhering to the traditional presentation-practice-production model, lessons are redesigned to immerse students in active learning tasks—“discussions,  problem-based learning, and other forms of group work and peer instruction” (Center for Teaching Innovation at Cornell University, n.d.). These strategies enable students to use language more naturally and authentically.

Teachers should so like to see students take ownership of their learning and thrive in an environment where they can engage critically and creatively. Yet, when instruction lacks interaction and relevance, the classroom can feel hollow. Learners, smothered by grammar drills and rigid repetition, may find themselves lost in a kind of language netherworld—a place devoid of purpose or joy, where toil replaces curiosity. When one is in trouble with language learning, it is very hard to be with Ellewomen—those idealized, textbook-perfect students who seem to master every phrase effortlessly. As a result of not knowing what the language learning gods bestow on learners who explore beyond memorization, some students lose confidence. A broadened worldview becomes possible only when learners participate, make mistakes, and engage with authentic language use. By flipping the classroom, we enable students to apply their pre-class preparation through discussions, debates, and role-plays, reinforcing language use in meaningful, real-world contexts—and ultimately pulling them out of the shadows of passive learning.

4. Use of ConcepTests

“ConcepTests are conceptual multiple-choice questions that focus on one key concept of an instructor's learning goals for a lesson. When coupled with student interaction through peer instruction, ConcepTests represent a rapid method of formative assessment of student understanding” (Science Education Resource Center at Carleton College, 2009). These questions serve not only as tools for gauging understanding but also as catalysts for deeper classroom discourse and active practice. In the English classroom, ConcepTests can be strategically deployed to assess learners’ grasp of grammar points within a new thematic unit, collocations relevant to a specific topic, or cultural nuances learners might encounter while visiting an English-speaking country or working with native speakers. For instance, students might be asked, “Which of these sentences sounds more natural in English?” Such tasks help draw the secret from learning, allowing students to reflect critically and justify their choices. Rather than being mere pawns in the learning drama, students become engaged interpreters of meaning, huddling close to one another to share ideas, clarify doubts, and learn collaboratively. What might have once been a whimsical grammar rule, abstract and confusing, now coils around a real-world context, anchoring its significance.

“ConcepTests, that are initially analyzed by students working alone, and then in a pair or a small group. The effective use of ConcepTests follows a simple five-step protocol that can be readily shortened by instructors to meet the needs of their specific classes” (Science Education Resource Center at Carleton College, 2009). The shift from solitary work to peer discussion mirrors a mythopoeic transformation of the classroom, from a space of passive reception to a cradle of shared meaning-making between two learners or among a group of students. In this collaborative process, learners who have been beset by a prolonged series of learning misfortunes may finally experience clarity. Instead of recoiling in confusion, they are empowered to construct understanding with their peers. ConcepTests thus become an essential tool in flipping the classroom, fostering dynamic exchanges that enhance both accuracy and fluency in language learning.

5. Immediate Feedback Loop

Peer Instruction allows for real-time feedback on student understanding, making the classroom seething with insight and reflection. As Markovic (n.d.) points out, “Instant feedback is when information is provided contextually and ‘on-demand’, in immediate response to a learners’ action and in the flow of learning. It helps a learner deepen their understanding. After they have given input (i.e. chosen an answer) instant feedback serves to reinforce knowledge by correcting mistakes, affirming competence or debunking misconceptions on the topic.” This kind of immediate response prevents learning moments from becoming barren and helps to snatch the last bit of confusion from students' minds.

In ELT, instructors can employ quick polls or voting tools to check comprehension during both face-to-face and virtual sessions. These tools can be followed up with discussions where students justify their answers either in plenary or in small groups and breakout rooms. Such active interaction keeps students engaged and allows teachers to thin out misconceptions before they take root. For that reason, “The more frequent and consistently you provide feedback, the better. When you follow up learning with immediate feedback, it causes learners to pause, engage, and modify behaviour in the moment. Giving feedback instantly as opposed to periodically makes learning an active rather than passive experience” (Markovic, n.d.). Students who may otherwise shy at speaking or correcting their own errors begin to see feedback as an opportunity rather than a punishment. This creates an environment where learners become indomitable explorers of the language, unafraid to plunge into the deepest woe of confusion to emerge with clarity.

“Students can also provide peer feedback to each other and respond to feedback they receive. This encourages a dialogue on student work and focuses on the process rather than on the final product. It also ensures that students receive feedback regularly and gives students practice at assessing work” (Center for Teaching Innovation at Cornell University, n.d.). Through this dynamic feedback loop, even the dainty insights that might otherwise go unnoticed are brought to light. In such an atmosphere, no learner is left to simply tootle through the lesson; instead, everyone is actively engaged in shaping their understanding. The collaborative feedback system becomes a cornerstone of Peer Instruction, cultivating self-awareness, autonomy, and communicative precision.

6. Engagement Through Discussion

A fundamental aspect of Peer Instruction is engaging students in discussions to clarify concepts. As stated by the Center for Teaching and Learning at Columbia University (n.d.), “Discussions can be meaningful and engaging learning experiences: dynamic, eye-opening, and generative. However, like any class activity, they require planning and preparation. Without that, discussion challenges can arise in the form of unequal participation, unclear learning outcomes, or low engagement.” In the English Language Teaching (ELT) context, teachers can organize peer discussions around controversial topics linked to thematic units. These conversations not only help learners exploit new vocabulary and grammatical structures but also allow them to spot and tackle cultural differences when comparing their own cultural norms with those of the target language. For instance, they might reflect on why certain expressions feel natural in English but lack a direct equivalent in their mother tongue. Such discussions become a motley procession of voices and ideas, through which clarity often creeps from behind uncertainty and ambiguity.

Moreover, peer debates may help learners identify subtle language nuances that can equip them to communicate more effectively and authentically. For example, students might debate whether English truly lacks a future tense—an argument that can lead to deeper insight into modal verbs and verb aspects. These instances spark genuine exultation in students who discover that a single thought can have a great and lasting effect on how they perceive the language. However, such rewarding discussions will only thrive if carefully planned. As emphasized by the Center for Teaching and Learning at Columbia University (n.d.), “There are some general considerations for planning a class discussion; these considerations include: the goals and expectations, the modality of discussion, and the questions you might use to prompt discussion.” Planning becomes especially vital in a close-knit classroom community, where each learner feels valued and engaged.

When discussions are left unstructured, students risk becoming pawns in the learning drama, passively echoing dominant voices or shying at unfamiliar topics. Yet, when given the right scaffolding, even the leaner times in a classroom can give rise to insightful, empowering dialogues that extol both language and learner. Let such disorganized exchanges—so often the source of slander against group work—be begone from students forever. Instead, let every discussion be a deliberate act of learning, brimming with the energy of shared discovery.

7. Instructor as a Facilitator, Not a Lecturer

Mazur’s model transforms the teacher from a figurehead of authority into a guide—one who facilitates rather than dictates the learning process. As noted by the School of Education at American University (2022), “While teachers impart information, facilitators help students absorb that information. By offering skills, strategies, and resources to boost productivity, facilitators make it easier for students or employees to participate in the learning process. Facilitators break down barriers to creativity and communication and encourage success.” In ELT, this shift means that instructors should prompt students with clarifying questions rather than spoon-feeding them answers. The upshot of this approach is that learners begin to take ownership of their learning. For example, rather than correcting a grammar error directly, the teacher might ask, “Why do you think this sentence sounds odd?”—an invitation for reflection, peer insight, and ultimately, self-correction.

To uphold the fact that learning is a shared endeavor, editing exercises can be invaluable, allowing students to detect errors and understand their causes. Notwithstanding the teacher’s deep subject knowledge, their role is no longer that of an omniscient provider, but a collaborator in the learning journey. “The main difference between facilitators and teachers is that teachers use their subject matter expertise to design curricula, presentations, and learning materials. Teachers create and implement learning materials, while facilitators support learners through the process and help maximize their education” (School of Education at American University, 2022). We must neither despise the traditional strengths of the teacher nor blindly revere the facilitator. Instead, we must embody the teacher’s soul when designing well-structured lessons and impersonate the facilitator when delivering them. The question lingers: Can one truly balance both roles? Teachers who respond with outrage to this challenge may miss the opportunity to instill hope, foster autonomy, and empower learners. We are not henchmen of outdated methods, nor passive bystanders. Rather, we must admonish rigidity and embrace flexibility as the cornerstone of meaningful instruction.

8. Pre-Class Assignments for Active Preparation

Peer Instruction relies on students arriving prepared, having engaged with learning materials beforehand. As explained by Stang, Barker, Perez, & Ives (2016), “Pre-class reading assignments help prepare students for active classes by providing a first exposure to the terms and concepts to be used during class.” Hitherto, the assumption may have been that preparation equals textbook reading alone; however, in the context of ELT, this preparation can and should include a broad array of multimedia content: short videos, infographics, podcast segments, recorded conversations, and other concealed gems of linguistic richness that promote engagement and exposure. For us teachers in ELT, this could perfectly involve assigning brief YouTube videos on phrasal verbs, or listening exercises on intonation patterns uploaded to platforms like SoundCloud. These pre-class materials are not merely supplementary; they are, by all unwritten laws of effective teaching, essential to deepening students' understanding. During class, students then gather around the material in affright—not because it is terrifying, but because the challenging nature of language, when taken seriously, can be intimidating. Yet, it is in this moment of shared uncertainty that they are encouraged to collaborate, clarify, and build meaning together.

Interactive activities such as role-plays and presentations allow learners to put into practice what they absorbed during their individual preparation. In doing so, students gradually shift from passive receivers to active participants. The objective of pre-class assignments, therefore, is “to create a meaningful first encounter with material for students. This first encounter should help them accomplish the ‘easy’ learning associated with any topic so that more difficult learning can be performed with [us], the professor[s], helping” (Center for Innovation in Teaching, Assessment, and Learning at Valparaiso University, n.d.). Teachers must approach this process with fine candor and without resorting to callous comments when students fall short. When student confidence is at its lowest ebb, we must not dismiss their struggle but beseech them to persist, to uncover the concealed logic of the language, and to try again. These first encounters with material, if handled with patience and care, can foster lasting understanding and support learners on their path toward fluency.

9. Data-Driven Teaching

Mazur’s approach emphasizes using student responses to tailor instruction in real time. As explained by LearnSci (2022), “Effectively tailored teaching ensures every student learns in a way that is suitable for them. By changing the delivery, educators can maximise the potential of each student, including those with defined disabilities, and make learning outcomes accessible and attainable to all.” Upholding the fact that no two learners process language in the same way, ELT instructors must be especially attuned to recurring patterns in student output. Peer discussions, in particular, offer tell-tale signs of misunderstanding—misused tenses, distorted pronunciation, or culturally awkward phrasing—all of which can be used to inform and refine subsequent instruction. Rather than galloping blindly on their hind legs through a rigid lesson plan, effective teachers remain responsive and adaptable. If students repeatedly stumble over a quixotic grammar structure, such as the present perfect continuous, the instructor can pause and devise targeted, scaffolded tasks to address the issue before confusion metastasizes. This kind of preemptive work prevents learners from being gagged by fear of failure or buried in the miasma of self-doubt.

When planning instruction, educators must remember that “Learning activities must challenge each student, but not be so difficult that it results in perceived failure. The student must be challenged just the right amount to be in their ‘struggle zone’ where effective learning can take place” (LearnSci, 2022). Notwithstanding the evidence of past errors, students can feel a surge of elation in their gait when they finally master a difficult structure, and that confidence can instill hope—not only in themselves but in the collective classroom experience. Still, as teachers, we may sometimes feel a twinge of remorse for not having caught a student’s struggle earlier. And yet, the upshot of Mazur’s model is this: we need not be perfect figureheads at the front of the room, but facilitators who adjust the sails with each gust of learning feedback. In the unabating rain of classroom variables, responsiveness is not a luxury—it is a necessity. And if students ever respond with outrage at a sudden shift in focus or challenge level, it may only mean they’ve been stirred from complacency—a small but significant step toward growth.

10. Scalable and Effective Across Disciplines

Peer Instruction is highly adaptable across disciplines, including language education. As noted by Fagen, Crouch, and Mazur (2002), “Because most students are unaccustomed to active participation in physics [or language] classes, some feel uncomfortable participating in discussions, or initially consider the discussions a waste of time.” This hesitation often places students at the brink of meaningful engagement, requiring teachers to provide scaffolding and encouragement to nudge them beyond their comfort zones. In language teaching, we are confident that Mazur’s approach thrives in varied contexts—business English, academic writing, exam preparation, and especially conversation classes. For instance, in an IELTS or TOEFL preparation course, learners may first justify their responses to speaking test prompts in small groups, thereby sharpening their reasoning before engaging in solo practice. These interactions not only foster fluency but also help students assail the more abstract demands of critical thinking in a second language.

However, integrating Peer Instruction successfully is no small feat. Instructors must be prepared to respond adamantly when students appear reluctant, perhaps desponding in the face of an unpropitious start. As reported in a study published in The Physics Teacher by the American Association of Physics Teachers, “it is essential to thoroughly explain the use of PI to [one’s] students” (Fagen, Crouch, & Mazur, 2002). This holds especially true in ELT classrooms, where learners may not immediately see the value of discussion-based activities, particularly if they arrive with ravenous expectations for grammar drills or rigid structures. Language learners often arrive with their own crate of past learning habits or tote along a metaphorical duffel bag filled with anxieties and misconceptions. Teachers, in this sense, must act like leaders requesting backup—not from colleagues, but from the very learners they teach, drawing them into the process. When Peer Instruction is properly introduced and consistently modeled, even students who would typically run past the throng of discussion opportunities begin to gather around with curiosity rather than resistance.

Ultimately, the successful implementation of Peer Instruction in ELT involves more than methodology—it requires a shift in classroom culture. Teachers must hold the scepter of guidance with humility and patience, offering students clear expectations and modeling active participation. Only then can this powerful approach lead learners out of the seven lean and ugly cows of passive learning and into a space where language acquisition becomes dynamic, engaging, and shared.

Conclusion

Eric Mazur’s Peer Instruction provides a powerful framework for fostering active learning and student engagement. When applied to English language teaching (ELT), it promotes peer collaboration, deeper conceptual understanding, and purposeful, real-world language use. By flipping the classroom, integrating structured peer discussions, and providing immediate feedback, ELT instructors can craft a more dynamic and effective learning environment where students are not merely passive recipients of knowledge but active constructors of meaning. To further enhance the benefits of Peer Instruction, insights from Alexander Luria’s work on cognitive development can play a pivotal role. Luria emphasized the importance of scaffolding learners through carefully designed mediated interactions that support the gradual internalization of complex tasks. His interventions highlight how verbalization, questioning, and collaborative problem-solving can assist students in bridging the gap between their current level of understanding and their potential performance—a zone of development that Peer Instruction is uniquely poised to address. By applying these principles, instructors can more precisely identify areas where learners struggle and provide scaffolded peer-led activities that guide them toward autonomy.

Notably, when learners are given the opportunity to articulate their thinking, challenge misconceptions, and receive guided support, they develop stronger cognitive tools to regulate their own learning. Luria’s focus on language as a mediating tool aligns seamlessly with the dialogic nature of Peer Instruction, making it not only a methodology for interaction but also a cognitive catalyst. As language education continues to evolve, the integration of Peer Instruction—strengthened by Luria’s vision of scaffolded learning—can be a transformative step toward deeper learning, greater metacognitive awareness, and the cultivation of true communicative competence.

References

Center for Innovation in Teaching, Assessment, and Learning at Valparaiso University. (n.d.). Quick Start Activities. Retrieved from Center for Innovation in Teaching, Assessment, and Learning: https://www.valpo.edu/cital/faculty-learning-communities/flipped-classroom/guide/activities/

Center for Teaching and Learning at Columbia University. (n.d.). Learning Through Discussion. Retrieved from Columbia University in the city of New York - Office of the Provost: https://ctl.columbia.edu/resources-and-technology/resources/learning-through-discussion/

Center for Teaching Innovation at Cornell University. (n.d.). Collaborative Learning. Retrieved from Center for Teaching Innovation: https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/collaborative-learning

Center for Teaching Innovation at Cornell University. (n.d.). Flipping the Classroom. Retrieved from Center for Teaching Innovation: https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/flipping-classroom

Fagen, A. P., Crouch, C. H., & Mazur, E. (2002, April). Peer Instruction: Results from a Range of Classrooms. The Physics Teacher, 40. Retrieved from https://www.physics.utoronto.ca/~key/PHY1600/PER%20Papers/Mazur%20Peer%20Instruction%20results.pdf

LearnSci. (2022, August 15). Tailoring teaching to hundreds of students’ needs - can it be done? Retrieved from LearnSci: https://www.learnsci.com/post/tailoring-teaching

LSA Learning & Teaching Technology Consultants. (2019, October 30). Peer Instruction for Active Learning. Retrieved from LSA Technology Services, University of Michigan: https://lsa.umich.edu/technology-services/news-events/all-news/teaching-tip-of-the-week/peer-instruction-for-active-learning.html#:~:text=Peer%20Instruction%20(PI)%20is%20an,to%20create%20knowledge%20among%20themselves.

Markovic, I. (n.d.). Why Giving Instant Feedback is Important for Effective Learning. Retrieved from eduMe: https://www.edume.com/blog/role-of-feedback-in-improving-learning#:~:text=Instant%20feedback%20is%20when%20information,a%20learner%20deepen%20their%20understanding.

Proctor & Gamble Shiksha. (n.d.). Conceptual learning v/s rote learning; which approach is better? Retrieved from P&G Shiksha: https://pgshiksha.com/blogs/conceptual-learning-vs-rote-learning-approach-better

Promethean. (2023, January 25). How Do You Keep Students Engaged at the Beginning and End of a Lesson? Retrieved from Promethean: https://www.prometheanworld.com/gb/resource-centre/blogs/student-engagement-start-and-end-of-lesson/

School of Education at American University. (2022, October 20). Facilitator vs Teacher: Promoting Learning Through Engagement. Retrieved from School of Education at American University, Washington DC: https://soeonline.american.edu/blog/facilitator-vs-teacher/#:~:text=While%20teachers%20impart%20information%2C%20facilitators,and%20help%20maximize%20their%20education.

Science Education Resource Center at Carleton College. (2009, January 30). ConcepTests. Retrieved from Pedagogy in Action - The SERC portal for Educators: https://serc.carleton.edu/sp/library/conceptests/index.html

Stang, J. B., Barker, M., Perez, S., & Ives, J. (2016, July 15). Active learning in pre-class assignments: Exploring the use of interactive simulations to enhance reading assignments. arXivLabs Physics Education.

 

 10 key ideas from Eric Mazur on Peer Instruction as a flipped learning approach:

a) Students Learn Best by Teaching Each Other – Peer Instruction shifts the focus from passive reception of information to active engagement, where students explain concepts to one another.

b) Conceptual Understanding Over Rote Memorization – The method emphasizes deep comprehension rather than simply recalling facts, encouraging students to think critically about the material.

c) Flipping the Classroom – Instead of using class time for lectures, students study basic concepts before class, allowing in-person sessions to focus on discussion and problem-solving.

d) Use of ConcepTests – These are short, conceptual questions designed to test understanding rather than procedural problem-solving. Students answer them individually, then discuss with peers before answering again.

e) Immediate Feedback Loop – By polling students on ConcepTests, instructors can identify misconceptions in real-time and address them dynamically.

f) Engagement Through Discussion – Peer discussion helps students clarify misunderstandings and reinforce learning by articulating their reasoning to others.

g) Instructor as a Facilitator, Not a Lecturer – Instead of simply delivering information, the instructor guides discussions, asks probing questions, and ensures students reach a deeper understanding.

h) Pre-Class Assignments for Active Preparation – Students are expected to complete readings or watch videos before class, ensuring they arrive prepared to engage in higher-order thinking.

i) Data-Driven Teaching – Using student responses to ConcepTests, instructors can adapt their teaching in real-time to better meet students' needs.

j) Scalable and Effective Across Disciplines – While initially developed for physics, Peer Instruction has been successfully applied in various fields, proving its flexibility and effectiveness.

Why Trigger Peer Instruction by Jonathan Acuña

Mazur’s Peer Instruction model can be effectively adapted for language teaching, particularly in speaking, listening, reading, and grammar instruction. Here’s how each of his 10 key ideas can be applied in the English classroom:

a)    Students Learn Best by Teaching Each Other

1.    Use peer explanations for grammar rules, vocabulary, or pronunciation.

2.    Have students teach new expressions or idioms to their classmates.

b)    Conceptual Understanding Over Rote Memorization

1.    Focus on why certain grammar structures work rather than just drilling them.

2.    Encourage discussions on the meaning behind idiomatic expressions.

c)    Flipping the Classroom

1.    Assign short readings, videos, or vocabulary lists before class.

2.    Use class time for role-plays, debates, and problem-solving tasks.

d)    Use of ConcepTests

1.    Ask concept-based multiple-choice questions on grammar, collocations, or cultural nuances.

2.    Example: "Which of these sentences sounds more natural in English?"

e)    Immediate Feedback Loop

1.    Use quick polls or voting tools to check students’ understanding.

2.    Have students explain their choices after voting.

f)      Engagement Through Discussion

1.    Pair students for mini-discussions on controversial topics or language misconceptions.

2.    Example: "Does English really have no future tense?"

g)    Instructor as a Facilitator, Not a Lecturer

1.    Guide students with clarifying questions instead of giving direct answers.

2.    Example: Instead of explaining a grammar mistake, ask: "Why do you think this sentence sounds odd?"

h)    Pre-Class Assignments for Active Preparation

1.    Assign a short video on phrasal verbs or a podcast on intonation patterns.

2.    In class, have students discuss or apply what they learned in role-plays.

i)      Data-Driven Teaching

1.    Track common errors students make in peer discussions.

2.    Adjust lesson plans to address recurring difficulties in writing or speaking.

j)      Scalable and Effective Across Disciplines

1.    Peer Instruction works for business English, academic writing, exam prep, and conversation classes.

2.    Example: In an IELTS class, students can justify their answers to speaking test prompts in small groups before practicing individually.

💬 DISCUSSION QUESTIONS & INSTRUCTIONS

Instructions for Students:
Work in small groups (3–4 students). Read each question carefully, then share your opinions. Use examples from your learning experience. After 10 minutes, each group will share one key insight with the class.

Discussion Questions:

1.    Why do some students feel uncomfortable during peer instruction sessions?

2.    How can teachers help students prepare better for peer discussions?

3.    Have you ever learned something more deeply by explaining it to someone else? Give an example.

4.    In your opinion, what makes a peer discussion successful in a language class?

5.    What could go wrong if teachers don’t scaffold peer instruction properly?

6.    How do you think cultural differences might affect peer-to-peer interaction in ELT settings?

🔍 6 AREAS TO EXPLORE FURTHER

Instructions for Teachers or Advanced Learners:
Select one or two areas below to research or reflect on more deeply. Prepare a short summary or presentation to share with the class or your teaching team.

1.    Alexander Luria and the Zone of Proximal Development
Explore how Luria’s insights on mediated learning support ELT practices.

2.    Designing Effective Pre-Class Materials for Flipped Learning
Examine how to choose and structure materials to prepare students for in-class peer instruction.

3.    Cultural Dynamics in Peer Discussion
Analyze how students from different backgrounds respond to collaborative learning models.

4.    Scaffolding Techniques in ELT
Identify practical ways to scaffold peer instruction across proficiency levels.

5.    Evaluating the Effectiveness of Peer Instruction
Look into qualitative and quantitative methods for measuring learning gains.

6.    Technology Tools That Enhance Peer Instruction
Explore apps and platforms (e.g., Padlet, Flipgrid, Mentimeter) that can support discussion and feedback.