Fostering EFL Learners' reading comprehension through Peer-Assisted learning strategies: Secondary School learners in Tiaret as aCase Study

Abstract

This research explores the effectiveness of Peer-Assisted Learning Strategies (PALS) in fostering secondary school EFL learners‟ reading comprehension skills. It also investigates both peer and group work learning practices in reading classes and teachers‟ awareness and role in engaging learners in such collaborative work. The researchers adopted a mixed-method approaches through classroom observation, learner‟s questionnaires, and a teacher‟s semi-structured interview. Forty three secondary school learners and their two teachers from Mohamed Boudief and Belhouari Mohamed secondary schools in Tiaret participated in this study. The research results and findings reveal that the target research sample does not practice PALS in reading sessions. They also confirm that PALS, when properly used and practiced, enhances learners‟ motivation and engagement in reading sessions with the aim of facilitating reading and fostering the target readers‟ comprehension of the reading materials.