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PROSPECTS AND CHALLENGES OF THE PEER TEACHING 
APPROACH IN THE INTERMEDIATE EFL CLASSROOMS OF 

BANGLADESH 
 
Mohammad Nazmul Haque Shikder Shiblu1, Tamanna Akter 2, Samia Islam 3*, & Md. Nasim Mahmud4 

 
1Department of English, Manarat International University, Dhaka, Bangladesh 

2Department of English, Daffodil International University, Dhaka, Bangladesh 

3Department of English, German University Bangladesh, Gazipur, Bangladesh 
4Editorial Associate, Journal of ELT and Education, CARD, Dhaka, Bangladesh 

 
*samia.helloteen@gmail.com  

 

ABSTRACT 

The current study aimed to investigate the opportunities and challenges of utilizing the peer 
teaching approach at the intermediate level classrooms in the English as a foreign language 
(EFL) context of Bangladesh. The researchers employed a mixed-method approach to 
conduct this study. The study participants were 128 students and 15 teachers from five 
intermediate colleges in Bangladesh. The participants were selected through a convenience 
sampling technique. The researchers used two questionnaire surveys: the teacher 
questionnaire and the student questionnaire, to collect the study's quantitative data. A focus 
group discussion (FGD) was conducted with five experienced teachers to obtain in-depth 
information about the prospects and challenges of implementing the peer teaching approach 
and its policy implications. The study’s findings revealed positive perceptions of the 
approach at the intermediate EFL classrooms in Bangladesh to develop communication and 
presentation skills in the English language, learning attitude, lesson engagement, learners’ 
autonomy, peer feedback, etc. However, the most significant challenge to the effective 
implementation of peer teaching is the large class size of the institutions. 

Keywords: EFL Classroom, Intermediate Level, Peer Interaction, Peer Teaching  

INTRODUCTION 

The quality of an educational system is a cornerstone of a country’s development and 
prosperity. Modern education focuses on students’ skills-based learning (Fitria et al., 2023), 
therefore, in the ever-evolving landscape of contemporary education, innovative teaching 
methodologies are crucial to address emerging needs and challenges of successful EFL 
practices. Peer Teaching Approach (henceforth, PTA) is a transformative strategy that 
promotes students’ soft skills in enhancing their cognitive knowledge and comprehension. 
This approach can potentially transform traditional classroom dynamics since it involves 
students taking active roles as both learners and teachers. This exploratory study 
investigates the implementation of the PTA in Bangladeshi intermediate EFL classrooms, 

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exploring its potential advantages, challenges, and wider implications for educational 
practices. 

PTA evolved based on the constructivist theory of learning, which advocates that 
learners actively construct knowledge through engagement and build their understanding 
(McLeod, 2024). In a peer-teaching setting, students engage in peer-to-peer instruction, 
facilitating a better comprehension of the English language through collaborative learning, 
discussion, and problem-solving activities. This approach reinforces academic 
comprehension and fosters critical thinking, communication, and leadership skills. PTA can 
be advantageous in Bangladesh's intermediate education in numerous ways. Firstly, 
increasing students’ engagement and knowledge retention through active learning can make 
learning more effective. Secondly, creating a collaborative and student-centred learning 
environment enhances students' enthusiasm and motivation in learning. Moreover, the dual 
roles of teaching and learning motivate students to foster critical soft skills such as 
leadership and effective communication. 

The peer-teaching approach helps students take a proactive role in their educational 
journey while teachers assume a more facilitative role. To encourage peer teaching, many 
educational institutions in Bangladesh have supported activities such as group study, role-
plays, peer teaching and student-led activities (Anta, 2019; Rahman & Humaidi, 2023). 
Positive impacts on students’ achievement and engagement have been demonstrated 
through such initiatives (Anta, 2019). Despite these efforts, the application of PTA at the 
intermediate level remains underexplored. By integrating PTA into intermediate education, 
students can support each other, develop critical evaluation skills, and enhance their overall 
learning experience. This shift from teacher-led instruction to a more interactive and 
collaborative approach can drastically improve student engagement, understanding of 
English texts, and the enhancement of teamwork abilities. 

Developed in the late 18th century England, the Lancasterian system is one of the 
earliest examples where advanced students taught basic literacy and numeracy skills to their 
younger peers (Lancaster, 1798). In the mid-20th century, developmental psychologists in 
education like Jean Piaget (1959) and Vygotsky (1978) further popularized teaching, 
emphasizing the importance of social interaction and collaboration in learning. Vygotsky’s 
theory, particularly his assertion that “problem-solving in collaboration with more capable 
peers” enables learners to explore new potential (Vygotsky, 1978, p. 86), highlights the 
cognitive and social advantages of peer teaching. 

PTA continued to develop in the 1970s later as researchers explored its applicability 
across various subjects and contexts. Allen and Bloom (1976) noted that peer tutoring can 
spur the educational progress of both tutor and tutee, indicating its efficacy in promoting 
learning and achievement. The advent of technology has further broadened the PTA, 
integrating online platforms, discussion boards, and collaborative tools that accelerate peer 
teaching beyond traditional classroom environments. Regardless of geographical 
limitations, students can be more engaged in sharing knowledge and meaningful learning 
interactions through technological improvements. 

Bangladesh, a South Asian country with a vast and growing population, faces significant 
challenges in improving its education system. Despite substantial efforts by the government 

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to expand educational access, concerns about the consistency of teaching quality and 
students’ development. The intermediate level, bridging secondary and higher education, is 
crucial in preparing students for further academic pursuits or the workforce. However, 
traditional teacher-centred methods dominate the educational landscape, emphasizing rote 
memorization and passive learning. Armstrong (2012) critiques this approach, pointing out 
that "traditional education ignores or suppresses learner responsibility," emphasizing the 
need for pedagogical reforms that promote active student participation and critical thinking. 

The intermediate educational stage in Bangladesh is a pivotal period where students 
make crucial decisions about their future academic and professional pathways. Innovative 
teaching approaches like peer teaching, which promote active learning and skill 
development, are essential to address the limitations of traditional education. Implementing 
PTA can lead to enhanced learning outcomes, evolved student engagement, and the 
development of skills valued in the modern economy. Investigating the implementation of 
PTA in the Bangladeshi context not only aligns with global educational trends but also 
contributes to the body of knowledge on effective pedagogical practices, aiding educators 
and policymakers in making informed decisions.  

Notwithstanding the potential benefits, numerous obstacles may hinder the full 
implementation of the PTA model in Bangladesh. Resistance to change, cultural traditions 
that prioritize teacher authority, and a lack of sufficient training and support for students 
and teachers are key challenges. Investigating the implementation of PTA at the intermediate 
level is crucial for overcoming these problems and informing current pedagogical practices. 
A thorough understanding of these factors can lead to effective strategies for integrating PTA 
into the curriculum, eventually enhancing educational outcomes and better preparing 
students for future academic and professional pursuits. 

The primary objective of this tentative study was to explore and evaluate the potential 
benefits and challenges of implementing the PTA in intermediate EFL classrooms in 
Bangladesh. Specifically, it seeks to examine the impact of PTA on learning outcomes, student 
engagement, and classroom dynamics from both students' and teachers' perspectives in a 
Bangladeshi EFL context. Additionally, the study investigates the pros and cons of using peer 
teaching as a training tactic at the intermediate level, examining how peer instruction 
influences students' interest, enthusiasm, and self-assurance. The overarching goal is to 
enhance teaching and learning practices at the intermediate level in Bangladesh by 
addressing key research questions about the prospects and challenges of PTA in the 
classroom. 

LITERATURE REVIEW 

Peer teaching is based on the principle that students have the access to participate 
effectively as both learners and educators in the classroom for a diversified experience of the 
learning environment. The review of the literature examines various perspectives on 
shaping the implementation and efficacy of the PTA. Lancaster (1798) introduced the 
original foundation of peer teaching where students were involved as ‘monitors’ to assist 
learning among their peers (Rayman, 1981). Khan (2023) mentioned that by having students 

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teach each other in the classroom, they are forced to be involved with the study materials 
more profoundly which leads to a better understanding of the subject matter. 

Jony (2016) examines the trend towards student-centred learning environments, 
highlighting the significant endorsement from teachers for this change. Nevertheless, the 
study revealed a deficiency in the incorporation of PTA, which has the potential to enhance 
the efficacy of these settings by increasing student motivation, engagement, and inspiration. 
According to Jonassen et al. (2003), the significance has been given to meaningful learning, 
advocating genuine, dynamic, and collaborative educational experiences. Keppell et al. 
(2006) defined peer learning as it is an addition of sharing knowledge and the establishment 
of mutually beneficial interconnections among students that build a sense of accountability 
for one's way of learning journey. Concurring with this notion Boud et al. (1999) defined 
peer learning as a teaching-learning approach in which students participate in collaborative 
learning excluding the direct teacher involvement, applying approaches such as group-wise 
projects and student-led workshops. Slavin (1995) elucidated that modes of learning 
through collaboration such as the PTA, are more valuable in comparison to conventional 
individualistic techniques. In the context of Bangladeshi situations, these techniques have 
the prospect of bringing about a new era in the field of education. Boud (2001) shares more 
viewpoints on the outcomes of peer learning which encircle critical inquiry, evaluative 
reflection, and the capacity to regulate one's learning productively. 

Katz and Earl (2010) emphasize that collaboration can improve the adaptability of 
cognitive frameworks, hence promoting the learning of advanced knowledge. The PTA relies 
on the notion that collaborative learning environments are essential. Miquel and Duran 
(2017) have observed the successful implementation of peer tutoring in many subject areas, 
indicating its potential versatility and efficacy. According to Wessel (2015), common peer 
learning tactics, such as group-based discussions and student-led classes, strongly 
correspond to the PTA. Weimer (2012) and Brown (2008) emphasize the significance of 
learner-centred instruction, which involves students actively and empowers them to assume 
responsibility for their learning processes, promoting innate curiosity and collaborative 
learning. According to Moore (1989), the contact between learners, known as 'learner-
learner' interaction, is identified as essential for successful learning. This idea is a 
fundamental part of the PTA. In his work, Coffman (2003) outlines ways that students might 
employ to assume responsibility in the classroom. He depicts the merits of engaging in the 
learning process actively and responsibly. 

This thorough analysis of the literature emphasized the aspects of scopes and 
challenges related to the PTA as it prioritizes the proven success of peer teaching in history. 
The prominent role of actively participatory learning and the feasibility of these approaches 
can enhance pedagogical practices at the intermediate level in Bangladesh.  

METHODS 

This study employed a mixed-method design to assess the efficacy of the peer-teaching 
approach in the intermediate level (grade 11 & grade 12) classroom compared to the 
conventional teaching approaches. The study was carried out in five intermediate colleges 
in the Dhaka division of Bangladesh. The strength of mixed-method is that “it combines the 

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advantages of each form of data; that is, quantitative data provide for generalizability, 
whereas qualitative data offer information about the context or setting” (Creswell & 
Guetterman, 2019, p. 553). The aim was to evaluate the impact of PTA intervention on 
students’ involvement, peer interaction, motivation, self-efficacy, and learning outcomes 
over two weeks from April 15 to April 30, 2024. The key participants of the study were the 
15 EFL teachers selected through a convenience sampling method according to their 
“convenience and availability” (Creswell & Creswell, 2018, p. 211). The researchers received 
verbal consent from the principals or coordinators of the colleges to collect data for the 
study. The researchers worked on three phases for the data collection from the teachers. In 
the ‘pre-implementation phase’, the researchers arranged an online orientation session for 
the teachers introducing the PTA and its principles in the EFL classroom. In the 
‘implementation phase’, the teachers assigned some students specific topics to teach their 
peers under their guidance in a micro-teaching format encouraging group discussion and 
collaborative learning. The teachers observed and documented the classroom interaction in 
this phase. Finally, in the ‘post-implementation phase’, the researchers collected teachers’ 
feedback on the effectiveness of PTA in the classroom in a questionnaire survey of 15 
statements to explore any opportunities and challenges among the students in comparison 
to their traditional classes. 

Moreover, after the PTA implementation, the researchers surveyed the learner 
perception through another questionnaire survey about the opportunities of PTA in EFL 
classrooms. The participants in this study comprised of randomly selected 128 students, 
aged 16 to 19 of the selected colleges. The teacher participants helped administer the 
questionnaire among the students. The participants were well-informed about their roles in 
the study and were ensured that their identities would remain anonymous in the final report. 
Quantitative data were gathered by conducting the surveys among the EFL teachers and the 
students. These items were aimed to assess several aspects of students in the classroom, 
such as student engagement, peer interaction, motivation and attitude, self-efficacy, and 
learning outcomes during the peer-teaching sessions. The researchers selected these items 
being inspired by Khan (2023) who recommended PTA for the enhancement of students’ 
performance and engagement in the classroom. Five experienced teachers participated in a 
focus group discussion (FGD) at the end about the issues, prospects and policy implications 
of PTA in the institutional and national curriculum to collect qualitative data. The 
researchers used the thematic analysis of Braun and Clarke (2006) to identify and analyze 
the themes within the FGD data.  

RESULTS 

Teachers’ Perception 

The researchers explored the teachers’ perceptions about the prospects and problems 
of PTA regarding peer interaction, motivation, attitude, self-efficacy or learning outcomes in 
the classroom during the time of the PTA implementation period with 15 statements on the 
Likert Scale. The teachers responded to the questionnaire about any changes and 
developments among the students in the PTA classroom in that of the traditional classroom. 

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Below, table 2 demonstrates the significant insights into the usefulness of PTA by revealing 
the teacher responses. The researchers used a descriptive analysis with Mean score and 
Standard Deviation (SD) score of the teacher responses to the statements. 

Table 1. Teachers’ Perception of the Prospects and Challenges of PTA 

SL Statements Mean SD 

Attention, Engagement & Active Participation 
1 PTA helped students pay close attention during instructional activities in the 

EFL classes. 
3.80 1.32 

2 Students partook in class discussions and hands-on activities during peer-
teaching sessions. 

3.13 1.51 

3 Students asked questions without hesitation in the peer-teaching sessions. 3.33 1.59 

Collaboration, Communication & Peer Interaction 
4 Students collaborated well with classmates in the peer-teaching sessions. 3.33 1.50 
5 The students can communicate ideas in English with peers effectively. 3.73 1.16 
6 Students exchanged feedback with classmates. 3.80 1.26 

Motivation & Attitudes towards Learning 
7 PTA motivated the students to participate in class activities. 4.07 0.96 
8 Students enjoyed class lessons and peer-led activities during peer-teaching 

sessions. 
4.20 0.68 

9 PTA has the scope to make the English classes more interactive. 3.60 1.18 

Confidence & Soft Skills Development 
10 PTA boosts students’ confidence to complete academic learning tasks in 

English. 
3.67 1.29 

11 Explaining lesson concepts to peers helps the students develop their academic 
presentation skills in English. 

3.80 0.86 

12 PTA can enhance different soft skills among the students taking on 
challenging tasks. 

4.40 0.63 

Learning Outcomes and Self-Reflection 
13 Students utilized different learning materials effectively in peer-teaching 

sessions. 
3.53 1.41 

14 PTA helps achieve learning goals and objectives for students. 3.60 1.18 
15 PTA is supportive of students’ academic assessments and tests. 3.07 1.16 

 
Table 1 demonstrates that the participants generally agreed that PTA is helpful for 

students being attentive in instructional activities in the EFL classrooms (mean: 3.8, SD: 
1.32) indicating a moderate variability in statement 1. In the second statement, responses 
were more diverse (mean: 3.13, SD: 1.51) regarding students’ participation in class 
discussions and hands-on activities. Statement 3 about students’ asking questions without 
any hesitation also received a variability in responses (mean: 3.33, SD: 1.59). Participants 
moderately agreed about students’ collaboration with peers (statement-4, mean: 3.33, SD: 
1.50) which shows mixed responses. In statement 5, the mean score was slightly higher 
(3.73) with lower variability (SD: 1.16) reflecting students’ communication with their peers 
effectively. Exchanging feedback among students in statement 6 demonstrates a positive 
response from teachers with some variability (mean: 3.80, SD: 1.26). Participants mostly 

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agreed that PTA motivated the students to participate in class activities (mean: 4.07, SD: 
0.96). Likewise, strong agreement was found in statement 8 that students enjoyed the peer-
teaching sessions with a low score of standard deviation (0.68). 

However, the participants moderately perceived that the PTA classes were more 
interactive than traditional classes (mean: 3.60, SD: 1.18). In statement 10, participants 
observed that PTA moderately boosted confidence among the students to complete 
academic tasks in English. Teachers believed that explaining lesson concepts to peers helps 
students develop their academic presentation skills in English (mean: 3.80, SD: 0.86). In 
addition to that, teachers strongly believed that PTA can enhance students’ soft skills to work 
on challenging tasks with a mean score of 4.40 and low variability (SD: 0.63). In statement 
13, participants variably agreed that students utilized different learning materials effectively 
during PTA sessions (mean: 3.53, SD: 1.41). In statement 14, teachers moderately think that 
PTA helps achieve learning goals and objectives (mean: 3.60, SD: 1.18). However, regarding 
academic assessments and tests, teachers moderately agreed that the PTA is supportive in 
this regard. So, the responses of the teacher participants reflected both strengths and  

Larners’ Perception 

This section is also a significant part of the research articles and is usually the longest 
part of an article. A discussion of the research presented in this section is the result—the 
process of data analysis, such as statistical calculations or other methods for the achievement 
of its study. Please present the discussion narratively. 

Table 2. Learner perception of PTA 

SL Statements 
5 

SA 
4 
A 

3 
N 

2 
D 

1 
SD  

Mean 
 

STD Percentage (%) 

1 
I felt confident to speak in front of the 
class in peer-teaching sessions. 31.25 39.06 15.62 7.81 6.25 3.81 1.15 

2 

I felt motivated to lead the class with a 
lesson topic participating in the peer-
teaching sessions. 

39.06 50.78 7.81 2.34 0 4.38 0.73 

3 
PTA reduced my hesitation and nervousness 
about speaking in class. 40.63 37.50 8.59 12.5 0 4.14 0.78 

4 PTA can improve my communication skills. 32.03 41.41 11.72 8.59 6.25 3.84 1.15 

5 I enjoyed the class lessons during the PTA 
intervention. 35.16 39.06 6.25 11.72 7.81 3.89 1.16 

6 I spontaneously participated in the 
classroom activities. 21.88 31.25 17.19 22.66 7.03 3.38 1.25 

7 I shared my feedback with my classmates 
spontaneously. 30.47 36.72 17.97 9.38 5.47 3.77 1.14 

8 
PTA helped me comfortably adjust to 
the learning environment in the class. 28.91 42.19 14.84 7.81 6.25 3.80 1.13 

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9 

PTA helped me become more attentive 
during instructional activities in the EFL 
classroom. 

21.88 47.66 8.59 14.84 7.03 3.63 1.18 

10 PTA inspired me to stay focused during the 
lesson. 21.09 35.94 11.72 23.44 7.81 3.39 1.27 

 
Table 2 encapsulates student’s responses to PTA sessions, where the responses were 

enlisted in five categories (Strongly Agree to Strongly Disagree) along with highlighting the 
mean scores and standard deviations for each item. The data reveals significant trends in 
students' perceptions of PTA. The highest level of agreement was found in the statements 
reflecting ‘motivation’ (mean: 4.38, SD: 0.73) and reducing ‘hesitation and nervousness’ 
(mean: 4.14, SD: 0.78) to speak before the class with a low variability which indicates a 
positive impact of PTA to foster students’ confidence and engagement. A moderate 
agreement was noticeable, regarding communication skills (statement 4), enjoying the class 
(statement 5) and adjustment to the learning environment in the class (statement 8) where 
the mean score ranged from 3.75 to 3.89 and SD remained relatively low (SD ≈ 1.13–1.16). 
These findings also indicate the efficacy of PTA to create an interactive and supportive 
classroom atmosphere. Regarding spontaneous participation and focus on class lessons, the 
students demonstrated mixed responses with a mean score of 3.38 and 3.39 respectively 
with a relatively higher variability (SD ≈ 1.25–1.27) suggesting some potential challenges in 
fostering consistent engagement and attention across all the students.  

From the statistical viewpoint, the SD scores were found with relatively low variability 
implying consistent responses among the learners regarding peer-teaching sessions. Higher 
variability shows student experiences in the case of participation and focus. To sum up, the 
peer-teaching sessions were found effective in enhancing motivation, diminishing hesitation, 
and improving classroom involvement, while drawing attention to opportunities for more 
improvement in advocating continuous participation and focus. 

FGD Data on the Challenges and Policy Implications of PTA 

The FGD with five participants underscored that the large class size is the primary 
concern in the implementation of PTA in the classroom. Teachers usually face difficulties to 
accommodate all students effectively during PTA sessions. Teachers shared common 
concerns that overpopulated classrooms result in the ineffectiveness of PTA as it limits the 
time and attention they can allocate to each student. A participant (T2) mentioned the fact 
that there are around one hundred students in the class and we cannot expect that everyone 
has the same level of confidence to speak in front of all the students. T1 revealed that many 
students do not feel interested and lack motivation to lead the class activities which is also a 
barrier to effective implementation of PTA. Another participant (T5) mentioned the irregular 
attendance of the students and that a large number of students also remain absent from the 
class. However, all the participants agreed that the PTA has scope to engage students in the 
lesson topic. Above and beyond, Rahman and Pandian (2018) identify a common tendency 
through the variations in student abilities in educational contexts that some passive learners 
are being dominated by some active learners.  

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To alleviate the challenges, teachers advised policy measures aimed at reducing class 
size or implementing PTA sessions for smaller groups within large-size classes. They also 
emphasized that regardless of the challenges, systematic application of PTA can significantly 
contribute to enhancing students’ communication skills, leadership ability and self-
confidence. Teachers recommended PTA be included in the English syllabi and curriculum 
with the structured roadmap and adapting its procedures to the realities of densely 
populated classrooms by rotating leadership opportunities. Khan et al. (2024b) mentioned 
that the syllabi should be supplemented by task-based real-life experiences with pair work, 
group work and face-to-face conversation what PTA includes indeed. They also draw 
attention to the necessity of institutional support to facilitate resources, and teachers 
training for the smooth operation of such sessions. To the core, with proper policies and 
adjustments, PTA can become a transformative tool in Bangladeshi education, promoting 
student engagement and skill empowerment. 

DISCUSSION 

To explore the opportunities and challenges of PTA in Bangladeshi classrooms, 
particularly at the intermediate level, this study triangulated data from teacher opinions, 
student perceptions, and focus group discussions with senior teachers of the selected 
institution. The findings demonstrate both the opportunities and challenges of PTA, 
highlighting its potential to improve student involvement, communication skills, and 
confidence while indicating the systemic barriers to its implementation. 

Across all data sources, it was widely agreed that PTA elevated student enthusiasm and 
reduced speaking hesitancy. According to teachers’ opinions, students’ increased 
attentiveness (Mean= 3.80, SD= 1.32) and confidence in completing academic tasks in 
English (3.67, SD= 1.29) aligned with students’ perceptions of enhanced motivation (mean: 
4.38, SD= 0.73) and reduced hesitation (4.14, SD= 0.78). These findings emphasize the 
transforming role of PTA in enhancing students’ self-assurance and engagement. 
Comparably, the FGD participants noted that PTA sessions facilitated students to develop 
critical skills such as communication and leadership, even despite large class sizes. These 
findings are consistent with earlier studies emphasizing the role of collaborative learning in 
fostering active participation and confidence (Vygotsky, 1978; Topping, 2005). 

However, the data also revealed several challenges. Teachers noted the variability in 
student involvement during discussions (mean: 3.13, SD=1.51) and question-asking (mean: 
3.33, SD=1.59), which echoed students’ lower scores for focus (mean: 3.39, SD=1.27) and 
spontaneous participation (mean: 3.38, SD=1.25). As highlighted in the FGD, these mixed 
outcomes were attributed to many students in classrooms, whereas teachers claimed 
difficulty accommodating all students during PTA sessions. Large-size classrooms restrained 
the ability to provide individual attention, while disparities in student interest and 
motivation further complicated PTA implementation. This is in keeping with findings from 
Rahman and Pandian (2018), who highlighted large class sizes as an immense barrier to 
active learning in Bangladeshi contexts. 

Despite these challenges, teachers and students strongly agreed that PTA enhanced 
classroom interaction and skill development. Teachers revealed that PTA enhanced 

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collaboration (mean: 3.33, SD=1.50) and communication (mean: 3.73, SD=1.16), findings 
mirrored by students’ responses on communication (mean: 3.84, SD=1.15) and comfort in 
adjusting to the learning environment (mean: 3.80, SD=1.13). Prior research supports this 
remark, stressing that peer teaching can promote essential skills such as collaboration, 
critical thinking, and leadership (Johnson & Johnson, 1989; Michaelsen et al., 2004). FGD also 
emphasized the potential of PTA to strengthen skill-building if combined into the curriculum 
with structured guidelines, group activities, and teacher training to address challenges posed 
by large class sizes. 

The data triangulation underlines the substantial implication of the PTA approach in 
fostering student engagement and skill development in Bangladeshi classrooms, particularly 
at the intermediate level. While motivation and skill development emerged as key strengths, 
the challenges of large class sizes and everyone’s participation remain barriers. Policy 
interventions concentrating on reducing class sizes, enhancing teacher training, and 
allocating resources are significant to implementing PTA effectively. This study contributes 
to the increasing evidence supporting active learning as a transformative educational tool 
(Freeman et al., 2014; Wieman, 2014). 

Based on the findings, several practical recommendations can be made to enhance the 
effective implementation of PTA in Bangladeshi classrooms. First, policies should focus on 
reducing classroom sizes to allow for more tailored attention and practical peer-teaching 
sessions. Alternatively, PTA can be applied in smaller groups within larger classrooms to 
ensure equitable involvement. Second, a designed teacher training program should be 
formed to equip the teachers with the EFL skills necessary to facilitate PTA sessions as the 
teacher's interaction matters to a great extent for a ‘constructive’ classroom environment 
(Khan, 2020). If the EFL teachers are trained they will be able to address the challenges such 
as student motivation and classroom management. Above all, the teachers mostly make a 
difference in a better classroom environment (Khan & Maniam, 2021). Finally, institutional 
support in the form of teaching aids, collaborative learning spaces, and clear guidelines for 
incorporating PTA into the curriculum is necessary for its thriving implementation. Khan et 
al. (2024a) also mentioned that the authorities should offer administrative support to create 
an environment encouraging pedagogical experimentation fostering a culture that values 
innovation and providing time and resources for teachers to develop and implement new 
teaching methods. 

CONCLUSION 

This study demonstrates that PTA encourages in advancement of student engagement, 
motivation, and skill enhancement in Bangladeshi intermediate-level classrooms. Although 
this approach is effective in alleviating hesitation, and strengthening leadership and 
communication skills, obstacles like large class sizes, resource limitations, and variable 
student participation must be resolved to fully optimize its impact. Strategic policy 
intervention and institutional commitment are highly needed to overcome these obstacles 
and establish the effective integration of PTA in the education system in Bangladesh. These 
efforts will further establish PTA as a transformative pedagogical tool in modern education. 
Further research on PTA should discuss the long-term implications on academia and skill 

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acquisition where the major focus would be on diversity of the students. Moreover, further 
inquiries are needed to explore subject subject-wise implementation of PTA in the class as 
this study considered participants from only intermediate EFL classes. Examining the 
efficacy of PTA across various educational levels and contexts, a comparative analysis would 
also uncover notable perspectives. In addition, hybrid teaching models and technology can 
pave the way for new opportunities in establishing its accessibility in resource-constrained 
settings. 

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