長期以來，以教師為中心的文法教學是英語作為外語（EFL）課堂中最普遍的教學方式，然而此種由教師主導的教學模式，不僅使學生參與相對有限，也容易導致被動學習。為促進更深入的學習與更高程度的學生參與，本論文探討一種主動式學習的文法教學方案「同儕主導教學學習」（Peer-led Learning by Teaching， PLdL）。本研究旨在比較此教學方法與傳統教師中心教學在文法學習成效上的差異，並進一步探討其促進文法學習的潛在機制。對照組和實驗組皆使用相同教材並實施十八週，其中傳統教師中心組包含四個班級共142名學生，PLdL組則包含六個班級共297名學生。PLdL組的學生以六人為一組並分為三對搭檔，每週輪流由每對搭檔擔任討論主持人、紀錄者以及發言人的角色，並透過同儕教學、討論與合作完成文法學習活動。 量化分析結果顯示，PLdL教學法與較佳的英文文法學習成效具有正向關聯，並透過以主動參與為核心的課堂設計，營造促進學生投入學習的課堂環境。PLdL組學生的文法學習成效顯著優於傳統教師中心組。進一步分析發現，學生初始文法能力高低並未顯著影響PLdL與教師中心教學兩種教學方式的成效。然而，依學生初始文法能力進行分組分析後發現，初始成績較高的學生在PLdL教學中呈現顯著的學習進步。此外，較高程度的合作學習與較佳的文法學習成效呈現正向相關，顯示較高程度的合作學習可能為PLdL促進文法學習的潛在機制之一，並支持PLdL作為EFL文法教學可行方案的應用價值。整體而言，本論文突破了傳統文法教學研究僅比較不同教學取向的框架，提出並實證評估一套具體且可於真實EFL課堂實施的PLdL教學模式，為EFL文法教學提供具實務價值的教學參考。;Traditional teacher-centered grammar instruction has been the most prevalent method of instruction. However， to enrich students’ learning and allow for deeper understanding and student engagement， this dissertation focuses on exploring an alternative approach to enhance EFL grammar learning. This research investigates the proposed grammar instructional approach of active learning through peer-led learning by teaching (PLdL) and compares the effectiveness of the approach to the more traditional teacher-centered instructional approach. In addition to overall effectiveness， this research further explores the potential mechanisms of the proposed PLdL instructional approach. Both control and experimental approaches spanned across 18 weeks with identical materials. To compare the effectiveness of the proposed approach， 142 participants from four classes received traditional teacher-centered instruction. Meanwhile， 297 students from six classes received the peer-led learning by teaching instructional approach to investigate the association between PLdL， collaboration， and grammar learning. The PLdL participants were placed in a group of six students and further subdivided into pairs. Each pair would rotate into different roles (discussion leaders， scribes， and spokesperson) each week to accomplish the peer-led learning by teaching approach. The quantitative findings from Evaluation 1 suggest that the PLdL instructional approach was associated with higher grammar achievement in an instructional environment emphasizing active engagement. Compared with students receiving teacher-centered instruction， students in the PLdL intervention demonstrated significantly higher grammar achievement. Although Evaluation 2 found no statistically significant evidence that the effectiveness of PLdL differed between instructional approaches for initially low-achieving and initially high-achieving students， the exploratory subcategory analyses suggest that initially high-achieving students demonstrated significant learning gains within the PLdL instructional approach. Results of Evaluation 3 suggest that higher levels of collaboration were positively correlated to students’ grammar achievement， indicating that collaboration may represent a potential explanatory mechanism underlying the PLdL instructional approach and supporting the viability of PLdL as a classroom approach to grammar learning. Therefore， this dissertation moves beyond comparing grammar instructional orientations by proposing and empirically evaluating a practical approach that has the potential to promote greater learner engagement and higher grammar achievement in authentic EFL classrooms.
