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.

For nearly two years, virtual learning has been employed by most Korean university instructors and students in online teaching environment. A major negative result of prior research on this issue has been a feeling of isolation and desire for more interactions by students. Therefore, this study was conducted to elicit student insights and feelings related to their satisfaction, self-ratings, and advantages and disadvantages of online Teacher-led (TL) versus Student-led (SL) team activities in their online learning environment. A total of 53 freshman students in two general English classes took part in four Zoom group meetings. The surveys and reflection essay were analyzed through qualitative methods. Major findings included: students from both the TL and SL groups reported relatively higher satisfaction and self-ratings of English skills through the four team activities. However, the TL group indicated that there was a lack of emphasis on reading skills, and an overreliance on teacher interventions led to a lack of team cooperation. While the SL group reported that a lack of teacher interaction led to confusion, poor time management, increased Korean use, and fewer listening comprehension opportunities. Implications and a discussion of team activity use in general English programs are included.