Peer Mentoring in the Saudi EFL Context: Exploring Students’ Views on Learning Effectiveness

Abstract

Peer mentoring has increasingly been recognized as a valuable pedagogical approach in English as a Foreign Language (EFL) context, particularly for enhancing student engagement and collaborative learning. The present study aims to examine Saudi EFL students’ perceptions of the effectiveness of peer mentoring in supporting language learning outcomes. To achieve this objective, a quantitative research design was employed, utilizing a structured Likert-scale questionnaire administered to 261 EFL students at Prince Sattam Bin Abdulaziz University. The collected data were analyzed using descriptive statistical methods, including frequencies and percentages, to identify patterns in students’ responses across key dimensions such as learning effectiveness, engagement, collaboration, and language skill development. The findings reveal that a majority of students hold positive perceptions of peer mentoring, particularly regarding increased engagement, improved collaborative learning, and enhanced confidence in language use. However, a notable proportion of neutral responses suggests variability in students’ experiences and indicates that the effectiveness of peer mentoring may depend on factors such as implementation quality and learner familiarity. Overall, the results highlight the pedagogical potential of peer mentoring as a complementary strategy to traditional teacher-centered instruction in Saudi EFL classrooms. The study underscores the importance of structured implementation and outlines implications for integrating peer mentoring practices to support more interactive, learner-centered language learning environments.