Are Two Heads Really Better Than One? Analysis of the Benefits of Collaboration/Peer-Medation from Teachers’ vs. Learners’ Perspectives

Learners’ and teachers’ attitudes are regarded as overriding constructs in second language (L2); however, their perceptions toward collaboration/peer-mediation have remained relatively unexplored in Iranian English as a Foreign Language (EFL) context. Thus, the overarching purpose of this study was to investigate Iranian EFL students’ and teachers’ attitudes toward collaboration/peer-mediation. To do so, this study employed a survey-based design. First, to ensure that the instruments and procedures were reliable and valid, the researchers conducted a pilot study. Then, during the main study, a total of 120 EFL students as well as 50 teachers filled out a researcher-designed collaboration attitude scale consisting of 8 items. The collaboration attitude questionnaire was designed according to the conceptual underpinnings of Socio-Cultural Theory (SCT). Based on α-Cronbach, the reliability of learners’ and teachers’ questionnaires was 0.83 and 0.80, respectively. Both scales were developed on a five-point Likert scale whose responses varied from Strongly Disagree to Strongly Agree. Descriptive statistics were used to analyze the quantitative data. The results indicated that both instructors and learners held positive attitudes toward collaboration/peer-mediation. The theoretical and practical implications of this study extend the literature on collaboration/peer-mediation and can be insightful to teachers, teacher trainers, as well as material developers.