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Abb e ia ed Key Ti le: ISRG J A s Humani Soc Sci
ISSN: 2583-7672 (Online)
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Volume – III Issue -V (Sep embe -Oc obe ) 2025
F equency: Bimon hly
Enhancing EFL Lea ne s’ Language Lea ning h ough Pee Tu o ing: A Compa a i e
S udy o Speaking and W i ing Ou comes and Lea ne Expe iences
Diya Mahdi Ridha Al-Musawi
Uni e si y o Babylon / College o Basic Educa ion / Depa men o English Language
| Recei ed: 04.10.2025 | Accep ed: 07.10.2025 | Published: 12.10.2025
*Co esponding au ho : Diya Mahdi Ridha Al-Musawi
Uni e si y o Babylon / College o Basic Educa ion / Depa men o English Language
1. In oduc ion
In oday's globalized wo ld, English is an impo an way o
communica e (Noe e al., 2021; Syamsi e al., 2021; Wahab &
As i, 2022). English has become a lingua anca in many academic
and p o essional ields because in e na ional ade has g own,
people can mo e a ound mo e easily, and digi al echnologies a e
used by a lo o people (Wahab e al., 2021). As a esul , he e is a
g owing need o e ec i e eaching me hods ha can help s uden s
imp o e hei skills (As i e al., 2022). Pee u o ing is one me hod
ha has go en a lo o a en ion in he las ew decades.
Pee u o ing is a sys ema ic app oach o s uden s o sha e hei
knowledge and lea n om each o he (Topping, 2005). S uden s
ake on he esponsibili ies o bo h u o and u ee in pee u o ing.
Abs ac
This s udy in es iga ed he e icacy o pee u o ing in enhancing English language lea ning ou comes, wi h a pa icula ocus on
speaking and w i ing skills. The s udy included 40 in e media e-le el EFL lea ne s, consis ing o 20 males and 20 emales, aged
18 o 24. U ilizing a quasi-expe imen al p e- es /pos - es design, pa icipan s we e andomly assigned o ei he an expe imen al
g oup, engaged in s uc u ed pee u o ing sessions, o a con ol g oup, ecei ing con en ional eache -led ins uc ion. The
in e en ion las ed ou weeks, and he expe imen al g oup me o 45 minu es e e y o he week o pee u o ing. The ins umen s
comp ised he Ox o d Placemen Tes (Allan, 2004) o ini ial p o iciency assessmen , IELTS-based speaking and w i ing es s in
wo pa allel o ma s, and a pos -in e en ion ques ionnai e. Quan i a i e esul s demons a ed ha he expe imen al g oup
signi ican ly su passed he con ol g oup in bo h speaking and w i ing. The ques ionnai e indings indica ed ha pee u o ing
enhanced lea ne con idence, mo i a ion, and ac i e engagemen . These esul s suppo he use o pee u o ing as an addi ional
eaching me hod in EFL se ings. I also gi es eache s use ul ideas o how o imp o e s uden pe o mance h ough g oup wo k.
Keywo ds: Collabo a i e lea ning, ins uc ional s a egies, pee u o ing, speaking p o iciency, w i ing p o iciency
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This may include pu pose ul assignmen o oles, speci ying
lea ning objec i es, and some imes he alignmen o pee s by age
o skill le el. Impo an conside a ions include ecip oci y (lea ne s
aking u ns as he u o ), dosage ( he numbe and equency o
u o ing sessions), and p epa a ion o aining o he u o o
acili a e lea ning (Tang e al., 2021; Bowman-Pe o e al., 2016).
Pee u o ing is mo e ex ensi e han pee e iewing o eedback
ci cles which a e ypically assessmen and commen on ex s. Pee
u o ing in ol es ac i e ins uc ion, guided p ac ice, and
coope a i e meaning making ac oss language skills.
A signi ican co pus o esea ch has unde sco ed he bene icial
impac s o pee u o ing wi hin educa ional se ings, pa icula ly in
he con ex o English language acquisi ion. Resea ch indica es ha
pee u o ing can imp o e o al communica ion skills, including
luency and p onuncia ion, boos con idence and mo i a ion, and
c ea e a secu e en i onmen o pa icipa ion, pa icula ly o
hesi an lea ne s (Ma hes & Fuchs, 1994; Xu, 2015). Fu he mo e,
he collabo a i e aspec o pee u o ing ad an ages bo h u o s and
u ees: u o s consolida e hei unde s anding h ough elucida ion,
while u ees ob ain ailo ed, sca olded assis ance ha add esses
hei speci ic equi emen s (Tang e al., 2021).
Despi e hese p omising indings, wo impo an gaps emain in he
li e a u e ega ding pee u o ing in English as a Fo eign Language
(EFL) si ua ions. Fi s , while a la ge body o he cu en li e a u e
has examined pee u o ing in gene al academic con ex s, ela i ely
ew s udies ha e explo ed pee u o ing's e ec i eness compa ed o
adi ional ins uc ion wi hin a p oduc i e skills con ex , such as
speaking and w i ing. Second, we do no ye ully unde s and he
'p ocess' and challenges ha lea ne s ace du ing pee u o ing
sessions, especially in si ua ions whe e social o cul u al ac o s, o
class oom dynamics, can in luence pa icipa ion.
In his ega d, he p esen s udy will ocus on he ole o pee
u o ing in English language lea ning. Mo e speci ically, his s udy
will assess whe he pee u o ing signi ican ly imp o ed speaking
and w i ing aspec s compa ed o egula lessons, as well as how
pee u o ing sessions acili a ed language imp o emen and he
di icul ies lea ne s aced. The s udy aims o p o ide e idence and
pedagogical implica ions on he ole o pee u o ing o second
language lea ning by add essing he ollowing ques ions:
RQ1: Does pee u o ing signi ican ly imp o e English language
lea ning ou comes (speaking and w i ing) compa ed wi h
adi ional ins uc ion?
RQ2: How do pee u o ing sessions acili a e language skill
de elopmen , and wha challenges do s uden s
encoun e ?
2. Li e a u e Re iew
2.1. Theo e ical F amewo k
Pee u o ing as a pedagogical app oach is oo ed in a numbe o
ela ed heo e ical pe spec i es which alue in e ac ion,
collabo a ion and lea ne agency in he lea ning p ocess. Behind an
unde s anding o pee u o ing, one o he key heo ies is
Vygo sky's sociocul u al heo y o lea ning. This amewo k
emphasizes he impo an ole ha social in e ac ion can play in
cogni i e de elopmen . Fo example, Vygo sky (1978) desc ibed
lea ning as a p ocess o lea ne s mo ing h ough he Zone o
P oximal De elopmen (ZPD) o demons a e new skills ha
challenge hei skills ha hey can accomplish independen ly. In a
pee u o ing si ua ion, he u o p o ides sca olding as hey
p omp and encou age lea ning h ough explana ion o wha hey
a e hinking, asking ques ions, and p o iding eedback as he u ee
lea ns o use a new skill and ul ima ely educe suppo o he
lea ne as p o iciency imp o es. In e ac ion can be in e p e ed as
mo e han a ans e o in o ma ion, his is a co-cons uc ion o
knowledge, which i sel emphasizes he impo ance o
sociocul u al heo y o pee u o ing in language educa ion (Lan ol
& Tho ne, 2006).
Coope a i e and collabo a i e lea ning amewo ks a e closely
ela ed. They s ess ha s uden s lea n be e when hey wo k
oge he owa d common goals. Coope a i e lea ning p io i izes
s uc u ed in e dependence, posi i e g oup dynamics, and
accoun abili y, whe eas collabo a i e lea ning emphasizes sha ed
inqui y and he cons uc ion o meaning (Johnson & Johnson,
2009). In pee u o ing, hese amewo ks elucida e he cogni i e
and a ec i e ad an ages o lea ne s. Tu o s enhance hei
comp ehension h ough ins uc ion, while u ees ob ain
pe sonalized assis ance and oppo uni ies o genuine p ac ice.
A hi d impo an pe spec i e ha aligns wi h pee u o ing is he
cons uc i is pe spec i e on language acquisi ion which holds ha
lea ne s do no acqui e knowledge passi ely, bu c ea e meaning
om expe ience (B une , 1996). Pee u o ing e lec s
cons uc i ism, as lea ne s a e engaged in expe imen a ion, es ing
hypo heses, and e lec ing on hei mis akes in a suppo i e
en i onmen . Since lea ne s a e cons uc ing knowledge oge he ,
bo h pee s and u o s a e no only lea ning how o alk and w i e,
bu how o hink abou hei own lea ning.
Building upon hese b oad ideas is Topping's (2005) model o pee
u o ing, which p o ides a comple e model o ope a ionalizing
pee u o ing. Topping (2005) iden i ies se e al key componen s o
pee u o ing, such as ha ing an in en o each session, s uc u ed
pai ing, and explici oles o bo h u o s and u ees. Two key
componen s in his model a e ecip oci y, in which s uden s
al e na e be ween he oles o u o and u ee, and ole cla i y,
which ensu es ha bo h u o and u ee unde s and wha hey a e o
do. O he componen s, such as dosage ( he numbe o sessions and
leng h o each session) and u o aining, a e also c ucial in
e alua ing he implemen a ion o pee u o ing. Teaching u o s
how o p o ide e ec i e eedback, how o communica e wi h
o he s, and how o media e s uden e o s is impo an o he pee
u o ing p ocess, and o i s u ili y o lea ning (Topping, 2015).
Toge he , hese heo e ical lenses demons a e he oppo uni ies o
pee u o ing o English language educa ion as a malleable,
in e ac ional and lea ne ocused pedagogy.
2.2. Pee Tu o ing
Fo many yea s, pee u o ing has p o en o be an e ec i e way o
o e pedagogical p ac ices o s uden s in di e en disciplines, and
esea ch has shown ha pee u o ing suppo s lea ning,
mo i a ion, and eelings. A i s mos basic o m, pee u o ing is
when s uden s play an assigned ole as u o and u ee and each
and lea n om each o he . Pee u o ing p o ides indi idual
eedback, suppo s collabo a i e meaning-making, and p omo es
engagemen in lea ning by placing he au ho i y ou side o he
eache -cen e ed app oach.
Resea ch has shown ha pee u o ing can be a use ul ool in
disciplines beyond language acquisi ion. Fo ins ance, online pee
u o ing in a p og amming class a a college was examined
(Wido o, 2025). Online pee u o ing was upda ed o help bo h
s uden s' lea ning, and hei a i udes owa d he cou se we e
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signi ican ly imp o ed o s uden s. In high school physics, a pee
u o ing day model was used; a numbe o high-achie ing s uden s
helped hei pee s, and esul s showed signi ican imp o emen o
achie emen sco es, and con idence and mo i a ion inc eased
(Po u an J & Macagba, 2025). These s udies show ha he e a e
ways o implemen pee u o ing in a numbe o ways in o he
class oom and ha pee u o ing can add essed cogni i e and
emo ional needs.
Ongoing esea ch con inues o link pee u o ing wi h imp o ed
academic achie emen . Fo ins ance, a ecen me a-analysis by
Rome o e al. (2025) o eme gen bilingual s uden s iden i ied a
mode a e e ec size (g = 0.58) o academic achie emen making
pee u o ing a aluable app oach o app oach di e se lea ne s. In
addi ion o academic achie emen , pee u o ing also p omo es
mo i a ion and engagemen . Resea ch shows ha s uden s in ol ed
wi h pee u o ing exp ess mo e con idence, demons a e mo e
pe sis ence, and a e mo e willing o pa icipa e in class ac i i ies
(Wido o, 2025). Tu ees lea n sel - egula ion skills such as
moni o ing hei p og ess, se ing goals, and lea ning good habi s
by imi a ing pee beha io s.
The e a e se e al no ewo hy aspec s o pee u o ing. I is a
inancially easible al e na i e o a he elying upon a eache .
The e a e wo po en ial ad an ages, because u o s lea n mo e
when hey each, and s uden s a e ecei ing indi idualized
assis ance (Topping, 2015). Fu he mo e, he s uc u al lexibili y
o pee u o ing allows i o po en ially be applied in ei he ace- o-
ace o online lea ning con ex s. Howe e , pee u o ing is no
wi hou i s challenges. The quali y o he ou comes is impac ed by
clea ly de ined oles, u o aining, and main aining consis ency.
Sessions ha lack an o ganized s uc u e may become unclea
abou he oles o he u o s and s uden s (Rome o e al., 2025).
Also, sus ainabili y can be an issue because i equi es con inuous
mo i a ion om bo h he u o s and u ees.
In he ealm o lea ning English as a second language, pee u o ing
has demons a ed subs an ial p omise. E idence om bo h EFL
and ESL si es o eaching indica e imp o emen s in speaking and
w i ing pe o mances. Resea ch has demons a ed an imp o emen
in luency, p onuncia ion, and o e all con idence in speaking
h ough pee u o ing. Fo example, a s udy o mul i-age EFL
s uden s ound ha pee u o ing sessions, ea u ing o ganized pee
u o ing by EFL s uden s, led o inc eased o al p o iciency and
dec eased lea ne anxie y (A iesin a & Widyan o o, 2025).
Fu he mo e, w i ing ou comes ha e shown imp o emen s wi h
pee u o ing. Khasawneh and Khasawneh (2025) ound w i ing
was g ea ly imp o ed by pee u o ing, as compa ed o one- o-one
eache aid in ela ion o con en , o ganiza ion, and accu acy o
language, especially wi h s uden s who we e s uggling. Simila ly,
a s udy by Kim e al. (2021), ound ha pee u o ing communi ies
helped ELL in e na ional s uden s build hei ideas, cohe ence, and
e ising s a egies.
Pee u o ing equen ly yields g ea e social bene i s in some skill
a eas, pa icula ly when equi ing ac i e p ac ice and engagemen ,
compa ed o adi ional eache -led ins uc ion. Pee u o ing
a o ds mo e au hen ic oppo uni ies o p ac ice speaking, as his
may no occu in he eache -led class. Pee u o ing wi h w i ing
p omo es collabo a ion o e ise and gene a e new ideas, esul ing
in meaning ul imp o emen s in w i ing quali y (Kim e al., 2021;
Khasawneh & Khasawneh, 2025). While he e a e ad an ages o
o mal ins uc ion, especially wi h a ocus on a speci ic a ea ha
in ol es g amma ins uc ion o sys ema ic e o co ec ion.
The e o e, he op imal solu ion may be a model ha includes pee
u o ing and o mal ins uc ion, in which pee u o ing expands
upon he ins uc ion ins ead o eplacing i while helping o balance
independen p ac ice and he eache 's ole.
3. Me hodology
3.1. Design
A quasi-expe imen al design wi h a p e- es /pos - es con ol g oup
was used in his s udy. This design was impo an because i allows
o a sys ema ic compa ison be ween wo ins uc ional condi ions
o pee u o ing and eache -led, while main aining ecological
alidi y in a eal class oom (C eswell, 2014). A quasi-expe imen al
amewo k was app op ia e because due o ins i u ional and e hical
cons ain s, i would no be easible o comple ely andomize
class ooms.
The s udy u ilized a wo-g oup design: an expe imen al g oup ha
pa icipa ed in s uc u ed pee u o ing sessions, and a con ol
g oup ha con inued o lea n as hey had p e iously. Bo h g oups
ook p e-and pos - es s o assess hei speaking and w i ing in
English, he o e all ocus o he s udy and he wo main esea ch
ques ions ela ed o speaking and w i ing in English. The s udy
design allowed o e alua ion o pee u o ing as an e ec i e
in e en ion and compa ison o ou comes ac oss g oups, while
minimizing con ounding a iables h ough baseline es ing and
egula ed deli e y.
The s udy also encompassed a quali a i e aspec in he o m o
ques ionnai es o de e mine s uden s' pe cep ions, akeaways, and
conce ns ega ding pee u o ing, in addi ion o he quan i a i e
aspec s. The in eg a ion o quali a i e and quan i a i e da a helped
o p o ide g ea e dep h o he s udy, which complemen ed he
in es iga ion o bo h e ec i eness and lea ne expe iences.
3.2. Pa icipan s
A g oup o 40 EFL lea ne s, consis ing o an equal numbe o male
(20) and emale (20) lea ne s, pa icipa ed a an English Language
school. All o he pa icipan s we e be ween he ages o 18 and 24.
On a e age, he pa icipan s had simila cogni i e abili ies as well
as pas educa ional expe iences. The pa icipan s all en olled in he
same ins i u ion o minimize bias ega ding pas expe iences wi h
English and/o educa ional en i onmen in which hey we e
p e iously in p io o he s udy.
Subsequen ly, he pa icipan s we e andomly assigned, wi hou
p e e ence o p io knowledge o lea ne s‟ backg ound, o one o
wo condi ions: an expe imen al g oup (n=20) o a con ol g oup
(n= 20). U ilising andom selec ion o assignmen boos ed
eliabili y om he assignmen p ocess no allowing any p e iously
exis ing di e ences be ween lea ne s o in luence he andom
assignmen o lea ne s (Salkind, 2018). Bo h g oups comple ed a
placemen es p io o he in e en ion o measu e lea ne s'
p e ious le el o cogni i e unde s anding (Allan, 2004). This
p o ocol es ablished ha bo h g oups began simila ly and se ed o
inc ease eliabili y o u u e compa isons.
3.3. Ins umen s
This s udy employed a mul i-ins umen app oach o collec bo h
quan i a i e and quali a i e da a, he eby enhancing he eliabili y
and alidi y o he esul s.
3.3.1. Ox o d Placemen Tes
The Ox o d Placemen Tes (OPT) unc ioned as he p e-measu e
o pa icipan knowledge, in o de o c ea e a cohesi e baseline o
adminis e ing he s udy among pa icipan s. (Allan, 2004). The
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OPT is widely accep ed and ecognized as a alid s anda dized es
o speaking, eading, and gene al comp ehension o English. I
e alua es g amma , ocabula y, and lis ening comp ehension. This
design c ea es eliable ou comes in es ing s uden s o all
p o iciency le els. I is app op ia e o placing s uden s in
ins uc ional g oups. This s udy was limi ed o lea ne s who sco ed
in he in e media e ange in o de o ensu e bo h he expe imen al
and he con ol g oup began a simila English p o iciency le els.
3.3.2. Speaking Tes s
The s udy used p e- and pos - es s based on he IELTS Speaking
Tes o assess lea ne s' abili ies o speak English. I was decided o
use he IELTS Speaking Tes o ma as i allowed o spoken
English o be assessed in a s anda dized, communica i e and
in e ac i e way. The speaking es was in ended o assess impo an
domains o pe o mance, including luency and cohe ence,
p onuncia ion, ocabula y, and in e ac i e communica ions. The
esea che was awa e o he impac ha he lea ne s' amilia i y
wi h he es may ha e on he esul s. The e o e, wo o ms o he
speaking es ha we e pa allel we e used, wi h each es o m
ha ing an equi alen ype o ask ac oss h ee sec ions;
in oduc o y in e iew ques ions, a sho monologue based on a
opic, and a ollow-up discussion. The es o ms con ained
ques ions on di e en opics bu we e equally challenging, c ea ing
a ai assessmen and lessening he impac a e he p ac ice o he
IELTS Speaking es s. Each es was adminis e ed o indi iduals in
he same way and se ing wi h no o he people p esen bo h p e-
and pos -ins uc ion a e he ou -week pe iod o ins uc ion.
Sco es p o ided a eliable measu e o he impac o he eaching
me hod on changes in speaking abili y.
3.3.3. W i ing Tes s
The esea ch p ojec implemen ed p e- es and pos - es w i ing
assessmen s designed a e he IELTS W i ing Task 2 o measu e
p og ess in w i ing de elopmen . We op ed o his s yle o
assessmen as i asked s uden s o w i e longe a gumen a i e
essays ha equi ed assessmen no jus on g amma and
ocabula y, bu also la ge o de skills such as idea gene a ion, ask
o ganiza ion, cohesion, and ask esponse. Two o ms o w i ing
assessmen , simila o he speaking ask, we e c ea ed. Each
elici ed a di e en essay p omp ; howe e , bo h equi ed he same
ype o a gumen a i e w i ing. The p omp s we e also ca e ully
designed o be o equal challenge and b ead h o ensu e ha
di e ences on he assessmen would e lec di e ences in lea ning
as opposed o simply di e ences in p e- ea men . The w i ing
samples we e analyzed using he IELTS analy ic c i e ia o ask
esponse, cohe ence and cohesion, lexical esou ce, and
g amma ical ange and accu acy. Using pa allel o ms, we can
ai ly compa e and assess w i ing pe o mance om p e- and pos -
assessmen .
3.3.4. Ques ionnai e
A e comple ion o he p o iciency assessmen s, he s uden s
pa icipa ed in a s uc u ed ques ionnai e measu ing all pa icipan s
a he end o he in e en ion. The ques ionnai e was de eloped
om ins umen s used in p io pee - u o ing and EFL s udies (e.g.,
Topping, 2015; Xu, 2015; Bowman-Pe o e al., 2016), and once
again, es ablished a alidi y and basis o schola ly wo k. I
included Like -scale ques ions asking s uden s how hey
expe ienced hei p og ess wi h speaking and w i ing, how sa is ied
hey we e wi h he way he lessons we e deli e ed, and hei
hough s on he ad an ages and disad an ages o pee u o ing s
adi ional eache -di ec ed ins uc ion. The ques ionnai e was
de eloped o sys ema ically eco d leane s' a i udes and sel
assessmen s, p o iding ich quali a i e da a o answe he second
esea ch ques ion on leane s' expe iences and challenges.
3.4. P ocedu e
The esea ch ook place o e a ou -week ins uc ional pe iod in a
middle in e media e-le el second language p og am. A e
adminis e ing he OPT, 40 eligible lea ne s we e selec ed and
assigned, andomly, o ei he he expe imen al o he con ol g oup.
This made su e ha he wo g oups had simila le els o
p o iciency a he s a . Be o e he in e en ion, bo h g oups ook
he ull placemen es and he p e- es s in speaking and w i ing,
which we e based on he IELTS Speaking and W i ing Task 2
o ma s.
The expe imen al g oup ook pa in pee u o ing sessions wice a
week, each las ing abou 45 minu es. The goal o hese sessions
was o help people p ac ice speaking and w i ing by wo king in
pai s, w i ing oge he , and ha ing s uc u ed o al discussions.
S uden s ook u ns being he u o and he u ee in each session o
make su e hey we e ai . Be o e he in e en ion, pee u o s go a
sho o ien a ion on how o gi e eedback, lead discussions, and ge
people o ake pa .
The con ol g oup, on he o he hand, kep ge ing adi ional
eache -led lessons ha ollowed he school's s anda d cu iculum.
The con ol g oup lea ned g amma h ough explana ions, ex book
exe cises, eache -led d ills, and indi idual w i en assignmen s.
The e we e ewe chances o s uden s o wo k oge he . A e ou
weeks o in e en ion, bo h g oups ook he pos - es s in speaking
and w i ing in he same way hey did he p e- es s. Finally, he
pa icipan s in he expe imen al g oup illed ou a s uc u ed
ques ionnai e ha asked hem wha hey hough abou he way
hey we e augh .
3.5. Da a Analysis
The da a analysis was pe o med in wo phases o answe he
esea ch ques ions o he s udy. The quan i a i e aspec in ol ed
he analysis o sco es om he speaking and w i ing p e- es s and
pos - es s h ough s a is ical me hods. To summa ize how well he
g oup did, we i s calcula ed desc ip i e s a is ics like means and
s anda d de ia ions. Independen samples - es s we e pe o med o
de e mine whe he he e we e signi ican di e ences in he pos -
es sco es o he expe imen al and con ol g oups (be ween-
subjec s), and pai ed samples - es s we e conduc ed wi hin each
g oup and hei espec i e p e and pos - es s, o in es iga e
p og ess om p e- es o pos - es . The - es s bo h demons a ed
e idence abou he e ec i eness o pee u o ing in p o iding
be e gains in speaking and w i ing han mo e adi ional
ins uc ion.
The quali a i e dimension consis ed o a hema ic o e iew on he
da a ob ained om he pos -in e en ion ques ionnai e. The
quali a i e da a was hen coded o iden i y hemes ela ing o he
lea ne s' pe cep ions o he deg ee o p og ess, sa is ac ion wi h he
eaching s yle used, and he p oblems aced du ing he
in e en ion. The e o e, he combina ion o bo h quan i a i e da a
collec ed om he es s, and quali a i e da a collec ed om he
ques ionnai e esul ed in his s udy p o iding a comp ehensi e
pic u e o bo h he measu able impac o pee u o ing and also he
indi idual expe iences o lea ne s. The quali a i e da a p o ided
assu ances ha his s udy on pee u o ing encompasses no only an
analysis o he e ec i eness o pee u o ing bu also p o ides an
analysis o he lea ne s' use o pee u o ing.
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4. Resul s
In esponse o he i s esea ch ques ion, we p esen ed he
speaking and w i ing sco es o he expe imen al g oup (pee
u o ing) and he con ol g oup ( adi ional ins uc ion) u ilizing
desc ip i e s a is ics. Table 1 con ains he means and s anda d
de ia ions o he indi idual g oups on he p e- and pos - es s
Table 1 signi ies ha bo h g oups imp o ed om p e- es o pos -
es . In ega ds o speaking, he expe imen al g oup had a mean
sco e imp o emen om 4.85 (SD=0.56) o 6.35 (SD=0.59) o a
o al imp o emen o 1.50 poin s. The con ol g oup also imp o ed,
bu o a lesse ex en om 4.90 (SD=0.62) o 5.55 (SD=0.60) o a
o al imp o emen o 0.65 poin s. The expe imen al g oup also
imp o ed in w i ing signi ican ly imp o ing om he mean o 4.70
(SD=0.60) a he p e- es o 6.10 (SD=0.64) a he pos - es o a
o al imp o emen o 1.40 poin s. The con ol g oup, on he o he
hand, wen om 4.75 (SD = 0.58) o 5.35 (SD = 0.61), which is an
inc ease o 0.60 poin s.
Table 1
Desc ip i e s a is ics o speaking and w i ing sco es
Skill
G oup
P e- es M (SD)
Pos - es M (SD)
Speaking
Expe imen al (n=20)
4.85 (0.56)
6.35 (0.59)
Con ol (n=20)
4.90 (0.62)
5.55 (0.60)
W i ing
Expe imen al (n=20)
4.70 (0.60)
6.10 (0.64)
Con ol (n=20)
4.75 (0.58)
5.35 (0.61)
Independen -samples - es s we e conduc ed on he pos - es sco es
o bo h speaking and w i ing o asce ain he s a is ical
signi icance o he di e ences obse ed be ween he expe imen al
g oup (pee u o ing) and he con ol g oup ( adi ional ins uc ion).
This es was a good choice because i di ec ly compa es how well
wo sepa a e g oups did on he same es . Be o e he analysis, we
looked a he assump ions o no mali y and homogenei y o
a iance. Shapi o–Wilk es s demons a ed ha he sco e
dis ibu ion was nea ly no mal o bo h g oups, while Le ene‟s es
e ealed no signi ican b each o homogenei y o a iances (all p >
.05). These checks showed ha i was okay o use he independen -
samples - es .
The expe imen al g oup had a mean sco e o 6.35 (SD = 0.59) on
he pos - es o speaking p o iciency, while he con ol g oup had
a mean sco e o 5.55 (SD = 0.60). The mean di e ence o 0.80
poin s was s a is ically signi ican , (38) = 4.22, p < .001. The
e ec size, Cohen's d = 1.33, indica es a la ge e ec acco ding o
con en ional cu o s. This means ha pee u o ing had a
signi ican posi i e impac on lea ne s' speaking pe o mance, wi h
signi ican imp o emen in luency, p onuncia ion, and in e ac ion
o e adi ional ins uc ion .
Fo w i ing pe o mance, he expe imen al and con ol g oups had
pos - es means o 6.10 (SD = .64) and 5.35 (SD = .61),
espec i ely. The mean di e ence o 0.75 poin s was s a is ically
signi ican , (38) = 3.65, p = .001. Fu he , he e ec size, Cohen's
d = 1.15 indica es a la ge e ec sugges ing ha pee u o ing led o
signi ican posi i e imp o emen s o s uden s' w i ing. S uden
essays om he pee u o ing g oup we e be e o ganized,
cohe en , and accu a e in language use as compa ed o s uden s
om he con ol g oup .
The indings clea ly indica e ha pee u o ing esul ed in g ea e
gains o s uden s ha we e bo h s a is ically signi ican as well as
meaning ul om a pedagogical pe spec i e. The di e ences in
bo h speaking and w i ing we e mo e han one s anda d de ia ion
in size, showing ha pee u o ing is a e y e ec i e way o help
EFL s uden s imp o e hei language skills.
Table 2
Resul s o Independen -Samples T- es
Skill
G oup M (SD)
(d )
p
Cohen’s d
Speaking
Exp = 6.35 (0.59)
Con = 5.55 (0.60)
4.22 (38)
< .001
1.33
W i ing
Exp = 6.10 (0.64)
Con = 5.35 (0.61)
3.65 (38)
.001
1.15
To add ess he second esea ch ques ion, da a om he pos -
in e en ion ques ionnai e we e examined. The ques ionnai e
con ained Like -scale i ems (1 = s ongly disag ee o 5 = s ongly
ag ee) in ended o assess lea ne s' pe cep ions ega ding skill
de elopmen , mo i a ion, con idence, and challenges encoun e ed
du ing he in e en ion. Ini ially, desc ip i e s a is ics we e
calcula ed o disce n o e a ching esponse pa e ns, and hema ic
ends we e de i ed o enhance comp ehension o lea ne
expe iences.
Table 3 shows he mean sco es o he mos impo an ques ions
ha he expe imen al g oup answe ed. As shown, lea ne s s ongly
ag eed wi h i ems ela ed o imp o ing hei speaking (M = 4.45,
SD = 0.51) and w i ing (M = 4.30, SD = 0.47) skills. This shows
ha hey hough pee u o ing was a good way o imp o e hei
p oduc i e skills. The desi e o ake pa in English lea ning
ac i i ies was also a ed highly (M = 4.55, SD = 0.51), as was he
con idence o use English in class (M = 4.40, SD = 0.50). These
indings indica e ha he pee u o ing se ing no only enhanced
language p o iciency bu also os e ed inc eased lea ne
engagemen and sel -con idence.
E en hough hese iews we e mos ly posi i e, some p oblems
we e ecognized. Lea ne s said ha some imes hey had ouble
wi h ole dis ibu ion (M = 3.10, SD = 0.62) and une en
pa icipa ion wi hin pai s (M = 3.25, SD = 0.67). Open-ended
commen s showed ha some s uden s we e no su e how o gi e
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DOI: 10.5281/zenodo.17332745
296
hei classma es good eedback. This shows how impo an i is o
ha e s uc u ed u o aining in he u u e. S ill, hese p oblems
we e a ed as less se ious han he s ong bene i s ha people saw
in skill de elopmen and con idence.
The esul s show ha pee u o ing helped s uden s p ac ice hei
language skills in a suppo i e se ing ha encou aged hem o
wo k oge he and s ay mo i a ed. The esul s also show how
impo an i is o ca e ully plan who will do wha and how o
p epa e pee u o s so ha e e yone can pa icipa e equally.
Table 3
Desc ip i e S a is ics o Lea ne s’ Pe cep ions o Pee Tu o ing
Dimension
I em (sample)
M
SD
Speaking De elopmen
“Pee u o ing imp o ed my English-speaking skills.”
4.45
0.51
W i ing De elopmen
“Pee u o ing helped me imp o e my w i ing skills.”
4.30
0.47
Mo i a ion
“I el mo e mo i a ed o lea n du ing pee u o ing.”
4.55
0.51
Con idence
“Pee u o ing inc eased my con idence in using English.”
4.40
0.50
Role Dis ibu ion
“Tu o and u ee oles we e always clea .”
3.10
0.62
Pa icipa ion Balance
“Bo h pa ne s con ibu ed equally du ing sessions.”
3.25
0.67
5. Discussion
The indings o his p ojec indica e ha pee u o ing had a
meaning ul e ec on English language pe o mance, pa icula ly in
speaking and w i ing. S uden s in he pee - u o ed g oup had highe
pos - es sco es compa ed o hei pee s in he con ol g oup,
indica ing ha he s uc u ed na u e o pee u o ing was mo e
e ec i e han adi ional ins uc ion o acili a e language lea ning.
These esul s e lec Huang and Hong‟s (2016) de ini ion o pee
u o ing as a eaching me hod whe ein s uden s wo k oge he
owa d comple ing an academic ask. The collabo a i e na u e o
pee u o ing bene i ed he s uden s no only as hey ein o ced
hei own lea ning, bu also because hey had aluable
oppo uni ies o p ac ice language lea ning in a suppo i e, low-
s akes en i onmen .
The posi i e esul s obse ed in he p esen s udy a e consis en
wi h p e ious s udies ac oss a ange o disciplines and subjec
a eas. Fo example, Aleg e-Ansua egui e al. (2017) ound pee
u o ing in ma h imp o ed no only academic pe o mance bu also
socioemo ional ou comes. Simila ly, Capp e al. (2018) desc ibed
how pee u o ing can help wi h mo i a ion and socializa ion. In
his s udy as well, s uden s in he pee u o ing compa ed o con ol
condi ions we e no only mo e success ul wi h speaking and
w i ing, hey demons a ed g ea e le els o engagemen and
en husiasm wi h hei lea ning, demons a ing hese b oade
educa ional bene i s. Pee u o ing appea s o suppo lea ning
along wi h he s uden s' social and emo ional de elopmen , and
appea s o be a p omising pedagogy in EFL con ex s.
An impo an esul o he esea ch is ha pee u o ing was
bene icial o bo h male and emale lea ne s. This aligns wi h
indings om Biggs and Tang (2007) and Rosan i (2018) who
de e mined ha gende did no signi ican ly in luence he
e ec i eness o pee u o ing. In he p esen s udy, bo h male and
emale s uden s imp o ed in hei speaking and w i ing skills a
simila a es, co obo a ing he p emise ha pee u o ing se es as
an equi able oppo uni y o success o bo h gende s. This
suppo s he no ion ha pee u o ing can sa ely and eliably be
implemen ed in coeduca ional class ooms wi hou conce n o
di e en ial ou comes.
The in luence o pee u o ing on w i ing skills pa icula ly e lec s
pa e ns ha we e documen ed in p io s udies. A syad and As i
(2023) ound ha pee u o ing imp o ed lea ne s‟ g amma ,
o ganiza ion, and cohe ence in English w i ing asks. Likewise,
pa icipan s in his s udy bene i ed signi ican ly om o ganiza ion
and cla i y in w i ing, a ibu ing he imp o emen s o he
dec eases in w i ing anxie y due o hei pee s‟ eedback, as well as
he planning ha was implemen ed du ing he pee u o ing
sessions. I is also impo an o no e ha s uden s indica ed ha
hei pee s' eedback was mo e help ul and pe inen han he
eedback s uden s ecei ed om hei eache . This implies ha
pee u o ing may acili a e a mo e indi idualized and ela able
educa ional expe ience, hus p omo ing con idence and mo i a ion.
The e idence in a o o pee u o ing as a p oduc i e way o
eaching is signi ican , bu he e a e se e al limi a ions ha should
be no ed. Fi s , he in e en ion las ed o jus ou weeks and as a
esul , i is di icul o de e mine whe he he enhancemen s in he
lea ne s' language skills would be sus ained o e a longe pe iod o
ime. Fu u e s udies should in es iga e he e ec s o pee u o ing
o e longe pe iods o ime o de e mine whe he he
imp o emen s gain momen um, pla eau, o eg ess. Second, his
s udy only in es iga ed he speaking and w i ing skills, lea ing he
ecep i e skills o eading and lis ening no in es iga ed. Due o he
social and in e ac i e na u e o pee u o ing, u u e esea ch could
examine he e ec i eness o pee u o ing when examining
ecep i e language skills as well.
6. Conclusion
The pu pose o his in es iga ion was o explo e he impac o pee
u o ing on lea ning in English language lea ning con ex s wi h a
ocus on in e media e EFL lea ne s, mo e speci ically o hei
speaking and w i ing skills. The esul s om he s udy indica ed
ha EFL lea ne s who engaged in pee u o ing lea ning ac i i ies
ou pe o med he lea ne s in he con ol g oup who pa icipa ed in
egula EFL ins uc ion and did no ecei e he a ge ed pee
u o ing in e en ion. The pee u o ing in e en ions also os e ed
an accessible and us ing en i onmen ha acili a ed no only
language p ac ice bu pee acili a ed language p ac ice, and he
enclosing powe o helping o he s solidi ied he lea ne 's own
unde s anding o he language. The indings o he s udy con i m
ha pee u o ing is a iable and e ec i e pedagogical app oach o
p omo e English language lea ning in highe educa ion.
The esul s o he p esen s udy ha e impo an implica ions o
language ins uc ion and cu iculum design. Fi s , pee - u o ing can
be u ilized alongside eache -led ins uc ion, no as a subs i u e.
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The combina ion o s uc u ed eache inpu and pee in e ac ion
p o ides s uden s bo h wi h sys ema ized suppo and he
oppo uni y o p ac ice in a „ eal li e‟ manne . Second, pee
u o ing p o ides a low-s ess, mo i a ional en i onmen which can
be bene icial o s uden s who do no eel com o able speaking in
on o eache s o pee popula ions. By acili a ing he s uden s o
be bo h u o s and u ees, hey can de elop he essen ial skills o
being esponsible, independen , and co-ope a i e lea ne s which
a e pa amoun wi hin a communica i e language eaching
pa adigm. The s udy e ealed no e idence o gende -speci ic
di e ences in lea ning ou comes, hus, allowing o a con iden
implemen a ion o pee u o ing in he e ogeneous class ooms as an
inclusi e and equi able pedagogical app oach.
The cu en s udy illus a es he e icacy o pee u o ing in
enhancing speaking and w i ing skills; howe e , addi ional
esea ch is equi ed o b oaden and deepen he comp ehension o
i s po en ial. Fi s , i is ad isable o implemen ex ended
in e en ion du a ions o e alua e he du abili y o lea ning
ad ancemen s o e ime and o de e mine i pee u o ing
acili a es long- e m language e en ion. Second, subsequen
esea ch could examine he impac o pee u o ing on ecep i e
skills, including lis ening and eading, which we e excluded om
he p esen s udy bu may also gain om collabo a i e pee
lea ning. Thi d, esea ch should in es iga e he signi icance o pee
u o aining, as sys ema ic p epa a ion may imp o e he quali y o
assis ance o e ed and op imize educa ional ou comes o bo h
u o s and u ees. Las ly, compa a i e s udies ac oss a ious
cul u al and ins i u ional con ex s would elucida e he impac o
con ex ual ac o s on he e icacy o pee u o ing, o e ing
signi ican insigh s o educa o s and policymake s aiming o
implemen his app oach in a ied EFL en i onmen s.
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