VietTESOL International Convention 2026

In the transition from EFL to ESL, standardized test preparation often remains highly teacher-centered, leading to passive rote learning and limited learner autonomy. To address this issue, a practice-oriented pedagogical shift was implemented in a high-target test preparation class. Moving away from traditional lecture-based methods, the instructor introduced a peer-teaching model in which learners actively researched and explained complex language questions to their classmates. This approach is firmly grounded in the Output Hypothesis and the concept of learner agency, which posit that producing language and taking ownership of the learning process significantly enhance cognitive engagement and long-term retention. Rather than relying on quantitative surveys, this presentation draws on authentic classroom artifacts and qualitative reflections to evaluate the pedagogical impact. During the preparation phase, learners navigated digital resources to build their explanations. Crucially, the strategic use of L1 was permitted during their cognitive processing and post-task reflective interviews, which are subtitled in English for the presentation, to accurately capture their authentic learning experiences and cognitive breakthroughs. The qualitative evidence reveals a significant shift in learner attitudes, demonstrating increased critical thinking and problem-solving skills. The presentation will detail the step-by-step implementation of this peer-teaching model, offering educators practical strategies to foster learner autonomy and transform passive test-takers into active knowledge builders in comparable language learning contexts.