Students’ Roles during Peer Response Sessions

Abstract

This study examined the types of roles played by students during peer response
sessions and investigated how the students’ roles facilitated learning. This
qualitative case study involved six Grade 10 mixed-proficiency level students
from a secondary school in Malaysia. Data were collected through multiple
sources. The findings indicated that the students were engaged in multiple roles
during the interaction sessions which stimulated their thinking skills and led to
mutual learning. The findings suggest that English language curriculum needs to
give due attention to students’ role in the ‘student-centred learning approach’
to empower them with independent learning.