Abstract

This study aimed at describing a peer-taught program in teaching the English novel course for third-year students at University College of Educational Sciences in Palestine. Through sharing the role of teacher with the students, students were able, with support, to learn and share their learning with their classmates. The major aims of the study were to find out whether the adoption of peer-teaching strategy can enhance the students’ awareness about and achievement in the plot, characters, themes, and symbols of the three assigned English novels and to find out whether the adoption of this strategy can raise the students’ motivation toward this course. Throughout the course, learners spend time summarizing the novels, evaluating the work or ideas of their peers, and explaining rationales—all significant activities that uphold critical thinking and long-term preservation of information. The results of the study showed that peer-teaching strategy has enhanced the students’ motivation and achievement in plot, characters, themes, and symbols of the three English novels.

Key words: Peer-teaching, novel elements, achievement, motivation, long-term preservation.