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Matthew Armstrong, Kyushu University, JapanAbstract
This study examines learner perspectives of student-generated materials (SGMs) in the second language classroom. In this research project, students took on the role of the teacher in a “flipped” learning approach. 22 students were given an open-ended survey asking them about the positive and/or negative aspects of creating materials and leading discussions, and what they learned about themselves after the experience. On the positive side, results showed that student engagement with the learning materials had increased, student leaders were able to understand how to deeply research their chosen topic in the L2, peers developed stronger relationships, and students could recognize areas to improve in their own language skills through observing others’ discussions. These successes led them to taking more responsibility for their learning and feeling more empowered. On the negative side, students reported that selecting topics and writing meaningful discussion questions was challenging due to the wide range of proficiency levels in the classroom. They also found it difficult to take notes and synthesize information from many groups. Overall, students found the experience beneficial to critically understanding their academic English level but also reported that they needed teacher guidance to help organize lessons and further build their skills.
Paper Information
Conference: ACE2025Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Armstrong M. (2026) “Flipping” the L2 Classroom: Peer Teaching With Student-Generated Materials ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 939-949) https://doi.org/10.22492/issn.2186-5892.2026.72
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.72
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