Learning by Teaching: The “Learner-to-Learner Review” Strategy

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Abstract

This study explored the perception of a teaching strategy designed to be implemented in English Pedagogy at Universidad Andres Bello, Viña del Mar, Chile. The strategy stemmed from a task based on learning by teaching which was devised to fulfil the need to encourage metacognition, collaborative group work, emotional competency, and to expose pedagogy students to an earlier than usual experience of teaching before undergoing their internships. It was assumed that the participants’ perception of the strategy would be mostly positive based on theories sustaining similar teaching strategies, such as “Microteaching” and “Lernen durch Lehren” (German for “Learning by Teaching”), (Grzega, 2005). A survey was conducted during the experimental implementation of this strategy, which has taken place within a three year period. As a result, the task has been perceived by teachers and learners themselves to have had positive outcomes in the improvement of their competencies, involving EFL learning, group work, fostering metacognition, and developing teaching skills. Therefore, it may be suggested that the strategy favours overall competencies of future EFL teachers.