Female students’ participation and performance in peer-led language learning (PLLL) in EFL/ESP classrooms: BDU- EiTEX

Abstract

This research explores second year Textile Engineering female students’ participation and performance in a peer-led language learning classroom environment. Out of 351 total students, 108 were females enrolled across 6 sections. There were three teachers offering the course “Communication Skills†as an English for Specific Purposes (ESP) course in English as a Foreign Language (EFL) context to those students. All three teachers, 34 female students from 3 sections and 3 male students from each of the three sections were selected through purposive sampling and convenience sampling techniques. Interviews, focus group discussions, classroom observations and document analysis were used to collect data. The findings showed that female students’ participation in Peer-Led Language Learning (PLLL) process was extremely limited or unsatisfactory; however, the implementation of peer-led team learning contributed to the improvement of female students’ overall performance.