Learning From Peers: Students’ Perceptions of Peer Teaching in Basic Grammar for ESP Courses

Abstract

This study explores students’ perceptions of peer teaching in a Basic English for Specific Purposes (ESP) course in an Indonesian private university. The research investigates how peer teaching influences learners’ understanding of grammar and vocabulary, their confidence, and their classroom engagement. Using a qualitative descriptive design, data were collected through a focus group discussion with six fifth-semester students. Findings reveal that peer teaching creates a relaxed learning atmosphere that reduces anxiety and increases students’ willingness to ask questions. Participants reported deeper comprehension of grammar when peers provided simplified explanations, although complex structures still required clarification from the lecturer. Peer interaction increased students’ confidence, encouraged active participation, and strengthened their learning autonomy. However, participants emphasized the need for better tutor preparation, clearer guidelines, and stronger lecturer support to ensure accuracy and coherence during instruction. The study concludes that peer teaching effectively complements lecturer-led instruction by fostering supportive learning environments and enhancing grammar-focused learning. The implications highlight the importance of structured peer-teaching design, adequate tutor training, and balanced integration with teacher-led explanations to maximize learning outcomes in ESP contexts.