THE ROLE OF PEER INTERACTION IN LANGUAGE LEARNING AMONG TEENAGERS
DOI:
https://doi.org/10.66345/stj.v4i3/2.5249Keywords:
peer interaction, teenagers, peer pressure, language proficiency, anxiety, engagement, supportive environment, language learningAbstract
This article examines the role of peer interaction in language learning among teenagers, focusing on its influence on language acquisition and social skills development. The aim of the paper is to analyze how collaborative interactions among peers can enhance language learning experiences and outcomes. A mixed-methods approach was employed, involving a questionnaire and interviews with students. The results reveal that peer interaction significantly contributes to improved language proficiency, increased motivation, and reduced anxiety in language learning contexts. Furthermore, students reported that collaborative activities, such as group discussions and peer teaching, facilitated a deeper understanding of language concepts. The study concludes that integrating peer interaction into language learning strategies is crucial for fostering effective communication skills and promoting a supportive learning environment among teenagers.
Downloads
References
1. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
2. Dörnyei, Z. (2001). Teaching and researching motivation. Pearson Education.
3. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
4. Ellis, R. (2008). The study of second language acquisition. Oxford University Press.
5. Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Heinemann.
6. Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. Allyn & Bacon.
7. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Longman.
8. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford University Press.
9. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
