A study on the effectiveness of peer teaching in esp classes at thua thien hue college of education

TABLE OF CONTENTS TABLE OF CONTENTS LIST OF CHARTS LIST OF TABLES ABSTRACT .7 Chapter 1: INTRODUCTION 1.1 The background to the study: 1.2 Rationale of the study 10 1.3 Aims of the study: 10 1.4 Scope of the study: .11 1.5 Research questions: 11 1.6 Structure of the thesis: 11 Chapter 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 13 2.1 Definitions of key terms: .13 2.1.1 Peer: 13 2.1.2 Peer teacher: .13 2.1.3 Peer teaching: 14 2.2 Theoretical background of peer teaching: 15 2.2.1 Peer teaching 15 2.2.2 Types of peer teaching activities 16 2.3 Theoretical background of ESP teaching: 18 2.3.1 What is ESP? 18 2.3.2 The challenges of ESP: 19 2.3.3 Major issues in ESP teaching in light of the learner – centered approach 19 2.3.4 Characteristics of ESP: 20 2.3.5 Types of activities: 20 2.3.6 Features of ESP courses: 21 2.4 Roles of ESP teachers and students in peer teaching process 22 2.4.1 The roles of ESP teachers in peer teaching process: .22 2.4.2 The roles of ESP students in peer teaching process: .22 2.5 Implementing peer teaching: .24 2.5.1 Peer teaching technique: 24 2.5.2 Way of handling a peer teaching: 24 2.6 Values of peer teaching: 25 2.7 Peer teaching techniques as an effectiveness techniques in teaching process: 27 Chapter 3: METHODOLOGY 30 3.1 Method Orientation: 30 3.2 Participants: 31 3.3 Materials and procedures for data collections 32 3.3.1 The Questionnaires 32 3.3.1.1 Teacher‟s questionnaire .32 3.3.1.2 Student‟s questionnaires .33 3.3.2 Class observations 34 3.3.3 The interviews: 34 3.3.4 The data analysis: 35 Chapter 4: FINDINGS AND DISCUSSION 39 4.1 Students‟ perception towards peer teaching practices in ESP classes .39 4.1.1 ESP Students are interested in peer teaching techniques 39 4.1.2 ESP students‟ evaluation is about the importance of peer teaching .40 4.1.3 ESP students‟ opinions on the hypothesis that if ESP teachers not conduct peer teaching techniques, ESP lessons will be less successful 41 4.1.4 ESP students‟ opinion would like their teachers to apply peer teaching techniques in ESP classes 43 4.1.5 ESP students‟ willingness to participate in peer teaching practices .44 4.1.6 ESP students‟ confidence when presenting in ESP classes 44 4.1.7 ESP students‟ willingness to response when their partners present .45 4.2 ESP students‟ attitude towards peer teaching practices in ESP classes: 46 4.2.1 ESP students‟ attitude towards peer teaching practices in ESP class .46 4.2.2 Tools of ESP students‟ participant in peer teaching techniques .47 4.2.3 Reasons why ESP students like using peer teaching techniques 48 4.2.4 How ESP teachers correct ESP students‟ mistake when ESP students present 49 4.3 Summary of results related to students 50 4.4 Teachers‟ perceptions towards peer teaching practices in ESP classes .51 4.4.1 The overall teachers‟ perceptions toward peer teaching in ESP classes 51 4.4.2 The necessity for using peer teaching in ESP Classes 52 4.4.3 The teachers‟ opinions would like to apply peer teaching to every ESP classes 53 4.4.4 The teachers‟ reasons for using peer teaching techniques in ESP classes 54 4.4.5 The selection of groups for peer teaching .55 4.4.6 Number of students in each group 55 4.4.7 The allocation time for each group‟s presentation 56 4.5 Teachers‟ general attitudes towards peer teaching techniques 56 4.5.1 ESP teachers‟ general attitudes towards peer teaching 56 4.5.2 Tools of peer teaching adopted by ESP teachers 58 4.5.3 The frequency of teachers‟ use of peer teaching techniques in ESP classes 58 4.5.4 How ESP teachers deal with students‟ errors in their presentation 59 4.6 Teachers‟ evaluations on the effects of peer teaching techniques on their teaching ESP .60 4.6.1 The effects of peer teaching 60 4.6.2 The advantages of using peer teaching 62 4.6.3 ESP teachers‟ evaluation on using peer teaching 63 4.6.4 ESP teachers often have some problems when employing peer teaching 64 4.6.5 How ESP teachers overcome above problems 65 4.6.6 ESP teachers should to improve peer teaching process 68 4.6.7 How administrators to improve peer teaching process 69 4.7 Summary related to the teachers: .70 4.8 Chapter Summary: .71 Chapter 5: CONCLUSION AND IMPLICATIONS 73 5.1 Summary the finding: 73 5.1.1 What are the students‟ and teachers‟ perceptions toward peer teaching in practices in ESP classes? 73 5.1.2 What are the students‟ and teachers attitude their current practice of peer teaching in the ESP classes at Thua Thien Hue College of Education? 74 5.1.3 What is the teachers‟ evaluation of the effect of the peer teaching and some solutions to enhance the use of peer teaching techniques on their teaching ESP process? .75 5.2 Teaching implications: .77 5.2.1 For ESP teachers: 77 5.2.2 For ESP students: 77 5.2.3 Facilities 77 5.2.4 For administrators: 78 5.2.5 Limitations: .78 5.2.6 Further Research: 78 REFERENCES 79 APPENDICES Appendix 1: Teacher‟s questionnaires Appendix 2: Student‟s questionnaires Appendix 3: Questions for Interviews Appendix 4: Observation Sheet LIST OF ABBREVIATIONS EAP: English for Academic Purposes EBE: English for Business and Economics EFL: English as a Foreign Language EOP: English for Occupational Purposes ESP: English for General Purposes ESS: English for Social Studies EST: English for Science and Technology LIST OF CHARTS Chart 4.1: ESP Students are interested in peer teaching techniques Chart 4.2: ESP students‟ evaluation is about the importance of peer teaching Chart 4.3: ESP students‟ opinions on the hypothesis that if ESP teachers not conduct peer teaching techniques, ESP lessons will be less successful Chart 4.4: ESP students‟ opinion would like their teacher to apply Peer teaching in ESP classes Chart 4.5: ESP students‟ willingness to participate into peer teaching practices Chart 4.6: ESP students‟ confidence when presenting in ESP class Chart 4.7: ESP students‟ willingness to respond when their partners present Chart 4.8: The overall teachers‟ perceptions toward peer teaching in ESP classes Chart 4.9: The necessity for using peer teaching in ESP Classes Chart 4.10: The teachers‟ opinions would like to apply peer teaching to every ESP class Chart 4.11: The number of students in each group Chart 4.12: The allocation time for each group‟s presentation Chart 4.13: The frequency of teachers‟ use of peer teaching techniques in ESP classes Chart 4.14: ESP teachers‟ evaluation on using peer teaching LIST OF TABLES Table 4.2.1: ESP students‟ attitude towards peer teaching practices in ESP class Table 4.2.2: Tools of ESP students‟ participant in peer teaching techniques Table 4.2.3: Reasons why ESP students like using peer teaching techniques Table 4.2.4: How ESP teachers correct ESP students when ESP students present Table 4.2.5: ESP students‟ suggestions to improve peer teaching techniques Table 4.2.6: The teachers‟ reasons for using Peer teaching techniques in ESP classes Table 4.2.7: The selection of groups for peer teaching Table 4.2.8: ESP teachers‟ general attitudes towards peer teaching Table 4.2.9: Tools of peer teaching adopted by ESP teachers Table 4.2.10: How ESP teachers deal with students‟ errors in their presentation Table 4.2.11: The effects of peer teaching Table 4.2.12: The advantages of using peer teaching Table 4.2.13: ESP teachers often have some problems when employing peer teaching Table 4.2.14: How ESP teachers to overcome above problems Table 4.2.15: What ESP teachers should to improve peer teaching process Table 4.2.16: What administrators to improve peer teaching process ABSTRACT This thesis is set out to study the effectiveness of peer teaching techniques in teaching ESP classes at Thua Thien Hue College of Education The aim of the study is to determine whether peer teaching techniques are practiced and to find out whether or not the teachers and students are aware of the crucial role of these techniques in the teaching ESP lessons The participants for this study are Vietnamese teachers of English and students in ESP classes at Thua Thien Hue College of Education Data are gathered from the questionnaires, interviews with the teachers, and class observations The results collected reveal a positive outlook towards peer teaching techniques Both ESP teachers and students benefit from the advantages and usefulness of peer teaching session The findings are in accordance with the literature review on peer teaching techniques However, the factor of teaching ESP in a classroom should be considered since peer teaching techniques are the foreign teaching techniques and the teachers tend to violate one of peer teaching Suggestions are then given to enhance the effectiveness of peer teaching in ESP classroom Chapter 1: INTRODUCTION 1.1 The background to the study: English language teaching and learning have been of great interest for both researchers and teachers Some new approaches of how to teach satisfy learners‟ desire in language use Peer teaching, hence, increases students‟ involvement in learning Actually, with peer teaching, one of the processes, help the English learners collaborate with their peers and teachers, they will join the community of knowledgeable peers, generate and test new ideas and participate in the consensus over what is regarded as reality and make good practice It should be noted that peer teaching, when incorporated into the school system, is just one approach among many to help students learn and enjoy learning Peer teaching is a suite of practices in which peers instruct each other in a purpose – driven, meaningful interaction and is becoming an increasingly important part of many courses, and it is being used in a variety of contexts and disciplines in many countries In peer teaching, students learn through doing tasks, organized by teachers, but brought about through a variety of situations and tasks in which students work together In fact, peer teaching is a process for students and teachers to upgrade themselves Reply on students to teach their peers by no means repudiates the role and duty of the teacher In fact, the teacher, as a mentor and trainer, bears a heavy responsibility to ensure that the student teachers first understand the concepts of the lessons themselves Peer teaching is a method that teachers can use to save teachers‟ time from editing tasks, thus freeing them to spend more time for more helpful guidance and instruction and to provide feedback from fellow students, which might be perceive as more helpful than from teachers, to use multiple readers which may give students a sense of a wider audience, to enhance students attitudes towards writing as a result of socially supportive peers and learn more about writing by having to read and edit each others‟ written work (Davies and Omberg 1986) From this view, we see that peer teaching plays an important role in teaching process More importantly, both teachers and learners can improve their skills and peer teaching will refer to students teaching students in situations that are planned and directed by a teacher (Ehly and Larsen 1980, p.228) Some methodologists have written about peer teaching Mynard et al (2006) argued that peer teaching was the developing networking opportunities, building confidence and self-esteem; enhancing team – working skills And Dueck (1993) pointed out peer teaching refers to the process of having learners help each other on a one – to – one basis Apart from Whitman (1988), many other experts on methodology had a profound research into this matter All of them had great contribution to perfect this important process in language teaching, making it easy for language teachers to apply the process to their lessons Truly, these writers have laid foundation for the application of peer teaching process in ESP class Their books and studies have, in fact, played an important role in making this study completed Goldschmid & Whitman(1988) assert that group peer teaching is more effective than individual The author of this research totally agrees with the saying that “two heads know more than one.” In this sense, peer teaching is really a useful technique when working in groups to generate ideas There has been empirical studies conducted concerning the effectiveness of peer teaching techniques, and they have laid the foundation with great contribution to perfect the techniques in language teaching as well as provided useful awareness of the limitations of the technique (Whitman, 1988; Goldschmid, 1976, Lyn Longaterri et al, 2002 etc) It is important to point out here that the intention of this research is to investigate how effective the peer teaching techniques are presently used in Vietnamese college, especially at the ESP classes The exploratory research then sheds light on ways that can enhance the value of this technique by developing skills in organizing and planning activities, working collaboratively with others in teaching English for General Purposes (ESP) to ESP classes at Thua Thien Hue College of Education The author of this research hopes to gain some insights into this technique employment to draw out some possible pedagogic procedures in language teaching/learning at colleges when employing the technique 1.2 Rationale of the study This research was carried out for the following reasons: Firstly, peer teaching process is considered to be very useful to English Foreign Language teachers Secondly, peer teaching is best used in conjunction with other teaching and learning methods It has great potentials for both student “teacher” and student “learner”, especially if one seeks to enhance active participation and develop skills in cooperation and social interaction (Goldschmid, 1976) Thirdly, ESP (English for Specific Purposes) is a major around the world today It is an enterprise involving education, training and practice, and drawing upon three major realms of knowledge: language, pedagogy and the students‟/participants‟ specialist areas of interest (Robinson, 1991) Fourthly, ESP classes at Thua Thien Hue College of Education have a lot of branches to study and there is no study that fully uses peer teaching in particular situations, particularly at ESP classes at Thua Thien Hue College of Education For all reasons, I conducted this research to investigate how peer teaching is used to teach language skills in ESP classes I also cherish an all-slide look on peer teaching to use successfully and help ESP students learn more effectively 1.3 Aims of the study: - This research was done to study the effectiveness of peer teaching in ESP classes at Thua Thien Hue College of Education On this basis, the researcher desires to offer the education administrator a solution for effective improvements of using peer teaching in the ESP classes at Thua Thien Hue College of Education Besides, it examines teachers and students‟ perceptions of the peer teaching process and find out teachers and students‟ difficulties of peer teaching process in teaching English as a foreign language (EFL) To the researcher as an EFL, researching into peer teaching which assists her teaching is a way to enhance her professional development She has looked for ways to help her students to develop skills in organizing and planning learning activities, and working and collaborating with other students Therefore, peer teaching is a technique in helping students to perform better in understanding the different concepts, developing computational 10 4.6.6 ESP teachers should to improve peer teaching process The ways for improving Not assuming peer teaching skills have been Teachers’ Percentage responses (N=8) (%) 50 87.5 75 62.5 50 acquired, making these explicit Introducing topic selection so that it builds on the weekly lecture content Keeping group size small to facilitate communication among members and a more even distribution of work Making explicit the connection with the peer teaching process to classroom practice Others Table 4.2.15 ESP teachers should to improve peer teaching process Note: One item could receive more than one choice given by teachers As can be seen from table 4.2.15, half of ESP teachers (50%) thought that teachers should not assume peer teaching skills but should make these explicit Seven out of eight ESP teachers should introduce topic selection so that it builds on the weekly lecture content The data from table 13 also indicates that ESP teachers (75%) should keep group size small to facilitate communication among members and a more even distribution of work The next point to improve peer teaching process is making explicit the connection with the peer teaching process to classroom practice (62.5%) Lastly, there are four of the ESP teachers (50%) shared their ideas Johnson et al (1994) noted “Teachers should discuss group processes when groups begin to meet, so that they are aware of the phases of group interaction” and solve the conflict that ESP students meet are to play role important in peer teaching process In addition, the ESP teachers should collect data on student performance, because both tutors and tutees need to evaluate the process In other words, the ESP teachers should give more time for staff to monitor student progress and assist with some group dynamics 68 So, to overcome the obstacles that ESP teachers encounter when conducting peer teaching techniques, an ESP teacher said: “Using peer teaching techniques helps utilize all the resources available to a teacher Students understand how other students communicate So, we must allow each student time within class to read and edit another student’s work We will give students very strict guidelines of how they are allowed to critique to make sure that feedback does not become hurtful or malicious And second, we will give students a topic to research and present to the class is a great peer teaching method (Teacher Interview) In conclusion, with the ways to improve peer teaching process above¸ we must require students some skills such as they must find good sources of information, ask appropriate questions, give pertinent feedback, make contact, establish a relationship which is conducive to learning By combining them, ESP students and teachers will be success in the teaching and learning process 4.6.7 How administrators to improve peer teaching process Teachers’ Percentage responses (N=8) (%) 62.5 teaching 25 Encouraging teachers to apply peer teaching in 1.25 0 The ways for improving Organizing more workshops on peer teaching process Providing teachers with more materials and teaching aids teaching ESP process Others Table 4.2.16 What administrators to improve peer teaching process From the information provided in table 4.2.19, 62.5% ESP teachers agreed that the administrators should organize more workshops on peer teaching process Peer teaching theory is an interesting topic to study An ESP teacher shared her thought: “I just want to research on my problems I encounter in my teaching 69 process, the problems may be from my situation, or my students We can’t choose the topics but the topics themselves drive me to think of them and urge me to find out something to apply in these cases…So, if there are a lot of workshops on peer teaching process, they are helpful for all of us….” (Teacher Interview) The figures imply that more ESP teachers (62.5%) would like to participate in workshops because they want to share their experiences, the obstacles that they encountered on teaching process to find out the best solution for their teaching In other words, two out of eight ESP teachers (25%) would like to provide ESP teachers with more teaching materials and teaching aids The inadequacy of teachings aids has some hesitant in the application of the peer teaching techniques because they are afraid of being unsuccessful Thus, 1.25% of ESP teachers recommended that appropriate methods or techniques in teaching should be much more encouraged to apply This thing makes them more confident and consistent to upgrade the technique quality 4.7 Summary related to the teachers: The teachers‟ questionnaire is aimed at clarifying the teachers‟ perceptions towards peer teaching practices and teachers‟ attitudes towards their current practice of peer teaching in ESP classes and the teachers‟ evaluation of the effects of the peer teaching techniques on their ESP teaching, and give some solutions how to enhance the use of peer teaching in ESP classes effectively The key points out got from ESP teachers‟ questionnaire and are summarized in the following section First, up to 100% ESP teachers reveal that peer teaching enhance student‟s ability to express ideas, develop computational skills and their moral, social and emotional values This is one of the reason explained why ESP teachers apply peer teaching in ESP lessons On the basis of the responses to teachers‟ questionnaire, teachers‟ perceptions peer teaching practices in ESP classes regarded peer teaching as a very essential element in teaching process It plays an important role in teaching ESP process 70 Second, the finding got that teachers‟ attitude towards peer teaching techniques is helpful for their career (100%) And up to 75% ESP teachers confirm that peer teaching should utilize in teaching ESP process and they agree that it is necessary for using peer teaching in ESP lessons Besides, ESP teachers will receive some advantages that peer teaching techniques bring to them They will save their time from editing tasks, thus free them to spend more helpful guidance and instruction (85%), and add motivation for ESP students learning However, ESP teachers have some disadvantages when they conduct peer teaching A large number of the respondents (50%) confess that they are always lack of time to give feedback for ESP students‟ performance This is not a surprising finding to researcher because time of a teaching period is only 50 minutes and they have three periods a week Generally, the respondents appreciate the role of peer teaching techniques in teaching ESP process There was an indication that 75% ESP teachers believed that peer teaching is effect on teaching ESP classes In sum, the survey provides a number of objective findings about the effectiveness of peer teaching techniques “The useful technique” has proven in numerous peer teaching techniques used by the teachers in ESP lessons at any subject These findings got from the teacher detect positive trend to effectiveness of peer teaching techniques that bring for ESP students and teachers 4.8 Chapter Summary: The overall picture of how peer teaching techniques are used effectively to teach ESP lessons are offered by the analysis of the questionnaires, the information gathered from se – mi structured interviews with the teachers, class observation A conclusion can be drawn out that the teachers and students‟ perceptions of peer teaching techniques are realizable They learn that peer teaching technique is a process that there is an interaction between student and student which it is effective for their teaching and learning quality Next to their effectiveness, peer teaching has also expressed some advantages for ESP students and teachers However, these 71 disadvantages are offered by the inappropriate time to give feedback and lack of ability to control the whole class, which can be changed and renewed gradually The next finding that the current use of peer teaching in ESP classes at the Thua Thien Hue College of Education is beneficial Both the students‟ attitude and teachers‟ attitude are positive about using peer teaching techniques They take part in the process with wholehearted and enthusiasm And the way the teachers lack of time to give feedback for their teachers‟ performance and have problem to control the whole class Furthermore, the students‟ different levels of language are an obstacle to applying peer teaching process in ESP classes From this reason, ESP students and teachers have some suggestions to enhance peer teaching techniques in ESP classes and the way to overcome the obstacles that they have, so that they can conduct peer teaching in ESP classes more effectively And the most important that, all of them, both ESP teachers and students confess that peer teaching helps them to have motivation to learn ESP lessons 72 Chapter 5: CONCLUSION AND IMPLICATIONS This research was conducted to find out the use of effectiveness of peer teaching in ESP classes at Thua Thien Hue College of Education The study also aimed to emphasize teachers‟ evaluation of the effect of peer teaching techniques in teaching ESP lessons and make some suggestions for conducting peer teaching techniques This last chapter presents the findings in brief, as well as some recommendations for ESP teachers, Department of English and for future research 5.1 Summary the finding: 5.1.1 What are the students’ and teachers’ perceptions toward peer teaching in practices in ESP classes? The study result showed that large number of students (90%) at ESP classes at Thua Thien Hue College of Education was well perceptional of the significance of conducting peer teaching techniques Similarly, up to 75% ESP teachers regarded peer teaching as a very important in teaching ESP process And many ESP students (74%) took part in peer teaching activity wholeheartedly and they felt confident when presenting A majority of them (73%) believe that peer teaching techniques was part of their learning ESP because ESP students (80%) would have learned less successfully if ESP had not applied peer teaching techniques Both ESP teachers (75%) and ESP students (80%) recognized the effectiveness of peer teaching in teaching and learning process All of them (87% ESP teachers) and 75% ESP students asserted strongly that to teach ESP lessons effectively, peer teaching techniques should be conducted by ESP teachers Furthermore, in this process, ESP teachers only supply the course book and they divide the groups into several groups containing students each They ask ESP students to draw lots the module Then, ESP students have 0r days to discuss before presenting The finding result showed that they like to choose groups by 73 themselves and combine teachers choose groups (54.2%) And up to 87.5% ESP teachers divide group by students choosing a partner and them grouping these groups Both ESP teachers (87.5%) and students (60%) would like the group to contain students And 87.5% ESP teachers provide consultation time for each group to present is 20 minutes Most of the ESP students like the ways ESP teachers conducting peer teaching in teaching ESP Because working in collaboration, they can reach positive interdependence when all students in a groups feels that what helps one member helps all and what hurts one member hurts one It can be created by building a spirit of mutual support within the group ESP students can share each other about their understanding on their topic Furthermore, peer teaching is applied in ESP classes will involve both group and individual performance They work together on a topic or module and every member of the group should give her or his contribution to the group They expressed their interest by the willingness to take part in peer teaching process in ESP classes 5.1.2 What are the students’ and teachers attitude their current practice of peer teaching in the ESP classes at Thua Thien Hue College of Education? The ESP students‟ attitudes toward peer teaching techniques are quite positive for applying them into ESP classes Most of them (72%) shared that peer teaching is useful for their learning and 95 out of 120 ESP students revealed that peer teaching helped them to receive feedback from their classmates and learned more experiences from them Up to 94.7% ESP students confirmed that these techniques enhance their ability of collaborating and large number of ESP students (93%) said that it helps them more confidents in the presentation or the opponent Similarly, 100% ESP teachers confirmed that it is helpful for their career and out of ESP teachers think that it is beneficial to their students and more important, it helps ESP teachers deal with new changes from ESP lessons 74 Most of the students were interested in how peer teaching techniques were applied These things were revealed by the reasons why they would like to conduct peer teaching techniques in ESP classes And their attitudes were showed by their willingness to respond when presenting (45.8% of ESP students participated wholeheartedly and 35% of them took part in enthusiastically) Similarly, the teachers‟ attitudes towards peer teaching current practice in ESP classes at Thua Thien Hue College of Education was showed satisfactory Up to 100% ESP teachers agreed strongly that peer teaching techniques are helpful for their job In addition, peer teaching is effective to ESP students Hence, they were interested in how choose the group to present, how many students are in each group, and the limitation of time for each group‟s presenting These are the organization to achieve the great success in the teaching ESP process Furthermore, their attitudes were positively revealed by the frequency of teachers‟ use of this technique (62,5% ESP teachers always use peer teaching and 12.5% of them usually apply it) And due to the observations and Teachers‟ and Students‟ questionnaire, Teacher Interview, we can conclude that both ESP students and ESP teachers enjoy peer teaching techniques 5.1.3 What is the teachers’ evaluation of the effect of the peer teaching and some solutions to enhance the use of peer teaching techniques on their teaching ESP process? The responses got from the ESP teachers direct to the fact that peer teaching techniques that ESP teachers and ESP students have advantage of using peer teaching techniques Generally, both of them appreciated the important role of peer teaching in their teaching and learning ESP lessons Up to 100% ESP teachers confirmed definitely that this technique helps students to enhance their ability to express their ideas, develop computational skills and their moral, social and emotional values The most important that both teachers and learners can learn together, and they concluded that peer teaching techniques are effective for teaching and learning ESP at the ESP classes at TT Hue College of Education 75 However, most of the teachers regarded shortage of time to give feedback as a hindrance to their success in using technique And some learners said that some materials are rather difficult to their ability As a result, many teachers agreed that in order to apply peer teaching successfully and effectively, ESP teachers should introduce topic selection so that it builds on the weekly lecture content first Second, teachers should not assume peer teaching skills that have been acquired but remember making these explicit Third, teachers should keep a small group size to facilitate communication among members and a more even distribution of work And last, teachers should make explicit the connection with the peer teaching process to classroom practice As for students, they put forward the suggestion that teachers should add more time for them to discuss and provide more abundant materials for them Finally, a substantial number of the teachers suggested that Administrators should organize more workshops on applying peer teaching techniques They would like Administrators to provide them with more teaching materials and teaching aids In addition, they also appreciated if Administrators kept encouraging them to apply peer teaching techniques in teaching ESP lessons Apart from the aforesaid results, the shortcomings in the process of using the technique were also recorded in the research: - Some ESP students spoken in a low voice when presenting and another students hard to keep their concentration such a voice - ESP lessons are not similar in length and the limitation of time of the performance is an obstacle to present - The levels of language of ESP students are different - Some of the students lose their confidence when presenting - ESP teachers sometimes lack of ability to control the class especially near the recreation - During peer teaching section, there is too much exploitation of presenting – dominant activities 76 5.2 Teaching implications: 5.2.1 For ESP teachers: Due to the research findings, to be flexible and creative in designing and conducting peer teaching techniques appropriately to their practice of teaching ESP is necessary for ESP teachers But it is important to note that despite it many advantages including its low cost Peer teaching is not a panacea for all instructional problems (Goldschmid, 1976, p.29) To gain better in applying peer teaching techniques, ESP teachers should use together with other teaching and learning methods It may be particularly relevant when one seeks to maximize the students‟ responsibility for his own learning and active participation in the learning process, and to enhance the development of skills for cooperation and social interaction (Goldschmid, 1976, p.29) 5.2.2 For ESP students: On the basis of the research findings, the value of peer teaching has been demonstrated by ESP students at Thua Thien Hue College of Education ESP students benefits through participating in activities in which they learn from and with their peers and freely acknowledge this in course evaluations Especially, teachers and students in ESP classes usually share their roles with others so that they can fulfill their tasks more effectively, and doing that, they always take peer teaching into their serious considerations 5.2.3 Facilities In order to facilitate peer teaching techniques, ESP students simply bring the necessary tools, frameworks and principles of courses design to apply them to new material And material (content) should be provided by the professors or experts in the subject It should always be authentic (the main purpose of teaching skills is to enable students to deal with authentic information despite their level of English The informational exchange is growing more intensive and it is particularly relevant for the students‟ specializations 77 Furthermore, some modern equipment such as projector, computer is necessary for students‟ performance Currently, there are so many students in an ESP classroom, an average class is from 40 students to 60 students This number of students is too crowded for ESP teachers and ESP students to manage the classroom Additionally, the large number of students in ESP class is an obstacle to split class into groups If each group is four students, it will be more reasonable but if it is more than four, it will be useless for ESP teachers and ESP students Too many group s in ESP classroom will be an obstacle to present in ESP class ESP students must wait for their turn in a long time to be presented So, to be clear, ESP teachers need to have successful combination of various methods to involve the whole class in a peer teaching section 5.2.4 For administrators: More workshops should be frequently held by the Department of English to serve the teachers and students by using peer teaching techniques ESP teachers can exchange their experiences and ESP students learn more theories and practices before conducting peer teaching techniques in their real ESP classes unless they would like it to be time – consuming and unselfconfident 5.2.5 Limitations: This study was carried out on a small scale of ESP classes at the Department of English, Thua Thien Hue College of Education within limited time of implementation The results may 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