Abstract

Peer teaching has been used as a mechanism for promoting learner autonomy in a range of language learning contexts. This article explores how absolute beginners in a Chinese class can engage in reciprocal peer teaching (RPT) from the start of their language learning experience and how this contributes to the development of their autonomy as learners in addition to improving their linguistic competence in Chinese. RPT, as it is implemented in this study, entails students working in teaching teams, with each team taking responsibility in turn to teach the whole class during a short beginners' course in Chinese. The study was conducted as an action research project in three cycles, with modifications to the form and content of students' engagement in each cycle based on analysis of data from students' reflective language learning journals and group reports. The findings suggest that the cooperative and challenging activity of RPT fostered students' individual responsibility and motivation for learning while at the same time developing group solidarity in the classes. Individual and group development together served to promote the learner autonomy. The findings also suggest that the reciprocal element, whereby each student identifies with both teacher and learner roles at some point during the course, is critical in this intervention, functioning as a catalyst for students' activities.