Dr. Eljee Javier is an Associate Professor and Senior Lecturer in English Language Teaching at the University of Sussex. She is the Course Convenor for the MA in Applied Linguistics and TESOL and works extensively in transnational education and intensive English programmes.  

What I Did 

The Peer-Assisted Study Sessions (PASS) project was developed to support international students during their postgraduate studies, particularly in the period after formal teaching had ended and dissertation work had begun. The initiative provided structured, student-led study groups focused on academic writing and peer support. 

The PASS facilitators were international students themselves and were trained to lead the sessions.  The participants worked collaboratively on their writing project, such as a small section of a chapter, or an outline for rewriting their conclusion. The aim was not to provide proofreading services but to create a space for discussion, clarification, and mutual learning.  

Sessions included structured activities such as exchanging a paragraph of their writing with a fellow student (not necessarily from the same discipline), asking specific questions for peer feedback, and encouraging students to reflect on their writing skills. 

Why I Did It 

The idea for PASS stemmed from discussions with MA students who expressed feelings of isolation after teaching had ended. The absence of structured classes made it challenging for them to stay engaged and connected with peers. While the University already offered academic writing workshops (via ELAS) and individual tutoring, students sought a more communal, interactive approach to undertaking their dissertations. 

PASS aimed to bridge this gap by fostering a sense of academic community among international students. The sessions were designed to be informal yet purposeful, allowing students to build confidence in their writing and academic communication skills in a supportive environment. 

How It Worked 

Four international students were recruited as PASS facilitators. They were responsible for organizing sessions, booking rooms, and promoting the initiative. Facilitators received training on session management and peer learning techniques. They were not expected to teach content but to guide discussions and problem-solving exercises. 

Each session had a clear structure, including icebreakers, guided discussions, and peer feedback activities. Students brought a paragraph of their writing to share and discuss with others. 

A small budget was provided for snacks, helping create a welcoming and relaxed atmosphere. Facilitators coordinated room bookings and promotional efforts within the student community. 

Impact and Student Feedback 

The initiative was well received, with an average of 15-20 students attending each session. Key benefits highlighted by students included: 

• A supportive, low-risk environment for discussing academic challenges. 

• Improved confidence in writing through peer review and discussion. 

• A sense of community and belonging, reducing feelings of isolation. 

• Enhanced ability to articulate writing challenges and seek appropriate support. 

Two main criticisms emerged: 

• Students expressed a desire for PASS to run throughout the year rather than just during dissertation season. 

• Some students initially expected proofreading services, requiring clearer communication about the session’s objectives. 

Lessons Learned & Recommendations 

For educators or departments considering a similar initiative, here are key takeaways: 

1. Identify and train student facilitators well in advance ensures smooth implementation. 

2. Work closely with administrative staff to streamline room bookings, budget allocation, and session planning. 

3. Clearly communicate that the sessions focus on collaborative learning, not proofreading. 

4. Consider offering PASS sessions year-round to support students at different stages of their studies. 

5. Focus on small details, such as providing a variety of culturally inclusive snacks, contribute to student engagement and comfort. 

Future Plans 

Based on positive feedback, there is potential to expand PASS, integrating it into departmental support structures. Future iterations could: 

• Extend the model to final-year undergraduate students. 

• Work closely with academics, who could then recommend these events to the students who could really benefit.  

By fostering a peer-supported learning environment, PASS has demonstrated the value of informal academic spaces that complement existing university resources. The initiative highlights the importance of student-led learning in building confidence, academic skills, and a sense of belonging in higher education.