The current study is designed to investigate the use of classwide peer tutoring for controlled grammar practice activities in a university English as a Foreign Language classrooms. In total, this study included 128 Korean university student participants. This research employed a quasi-experimental approach with two distinct groups. Across four different grammar lessons, 67 learner participants experienced classwide peer tutoring, while 59 learner participants experienced the traditional approach to controlled grammar practice activities. In doing so, the effectiveness of the two teaching approaches, as well as student perceptions, were analyzed. The results indicated no difference in the effectiveness between classwide peer tutoring or the traditional approach in the short-term or long-term. Furthermore, the results showed there was no significant difference between lower proficiency students and higher proficiency students. However, the results did indicate students found classwide peer tutoring to be more satisfying, interesting, and comfortable than the traditional approach to controlled grammar practice activities. Implications and classroom suggestions from these findings are included.

I. Introduction
II. Literature Review
    1. Controlled Grammar Practice Activities
    2. Classwide Peer Tutoring
III. Research Method
    1. Process
    2. Data Collection
    3. Data Analysis
IV. Results and Discussion
    1. Effectiveness
    2. Learner Perceptions
V. Conclusion
References
APPENDIX I
APPENDIX II
APPENDIX III

• Andrew Garth(Dankook University)
• Christopher Irvin(Dankook University) Corresponding author