"Using Near-Peer Role Models to Enhance Freshmen’s EFL Achievement"

Document Type : Original Article

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Lecturer of TEFL at Innovation University in Egypt

Abstract

Changing between school environments can cause a variety of psychological stressors. In order to determine potential methods for lowering transitional stress, this study examines the potential impacts of near-peer role models (NPRMs) on the academic achievement of first-year English students. Eighty first-year students, evenly divided between the experimental and control groups, were instructed to write and speak in response to a few videos that featured NPRMs discussing their college experiences. Through a variety of channels, the experimental group interacted. The NPRMs were determined to be knowledge sources for learning approaches. Results indicate that NPRM-based interventions could be a useful symbolic tool for offering psychological or emotional support while students adjust to a new learning environment. Then an achievement test was administered. The experimental group performance exceeds that of the control group. The findings suggested NPRMs were effective in enhancing the students’ achievement in EFL settings.

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