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To answer this question, first of all, we have to clarify what is Peer learning model and how it differs from the classic "Teacher to student" model. The term "Peer Learning" remains pretty much abstract, but in general, it means "student to student" learning model, where students are the sources of language to each other. In contrast, to the "Teacher to Student" model, where the teacher is the source of language. At first glance, "peer learning" may bring unnecessary risks of multiple mistakes that one student transfers to another, but there are more benefits in such a model of teaching. Various researches on this topic made by several universities around the world prove to us that despite common risks, a teacher should use the "Peer Learning" model in everyday practice, and combine it with the classic model. The ESL methodology recommends the teacher to make lessons as much student-oriented as possible, and "peer learning" is an essential part of a student-oriented lesson because students interact with each other directly using the language, with the teacher as an observer. One of the main benefits of the "Teacher to student" model is that the student is conversating with the competent language user or a native speaker, and learning proper grammar structures and expressions. On the other hand, such kind of conversation is often limited to the teacher asks - student answers form, where replies are usually short, and the whole talk guided by the teacher. At the same time, the "Student to student" form of conversation allows learners to speak more freely and solve the problems that arise during the talk on their own, which leads to a long and fruitful dialogue. Therefore the "Student to student" dialogue form gets students to talk more and to use the target language. As we know, repetition of what we've learned (drilling) is a tedious and, therefore, ineffective method of memorizing. At the same time, usage on practice is exciting and productive, and "Peer learning" provides students with the possibility to use the language in communication with another person of the same age. By this, it makes learners more socially active and eliminates the fear of using a foreign language and instills confidence. There are countless opportunities to use Peer learning in ESL classrooms: Dialogues, where learners have to speak to each other using target vocabulary and grammar, are an integral part of ESL methodology. Word games, like "find me something in the room", where one group of students thinks of something in the room, and the other part of the class has to guess what it is by asking the questions, are also a great tool to make lessons fun but effective. Art and craft-making lessons when students have to communicate with each other to fulfill the task they have. There are also more complicated cases like grammar learning when the teacher dedicates the mentor role to the strong/confident student and asks such student to explain targeted grammar for the class or to the weeker student if work in pairs. The teacher also can split the class into pairs and ask students to check and correct the homework or other tasks of each other. Therefore I think that the usage of Peer Learning in an ESL classroom is not only useful but necessary and limited only by a teacher's qualifications and imagination.
