Have you ever thought about incorporating the power of your students into your daily English teaching? This concept of inviting students as other students’ near-peer role models is indeed not a new concept. Near-peer role models (NPRMs) refer to individuals who are ‘near’ to people in terms of age, gender, nationality, culture, past experience, interest, educational and professional backgrounds, social contact as well as common goals (Curry, 2018; Jones, 2021; Murphye & Arao, 2001). In fact, NPRMs can be found everywhere but to students from college and from high school, their classmates and their teachers are usually the most common ones (Murphey et al., 2005). The belief behind NPRMing is associated with the idea of ‘ideal L2 self’ (Dörnyei & Ryan 2015), which has its root in Bandura’s (1997) ‘vicarious experiences within one’s efficacy belief’. It means by visualizing the accomplishment of one’s near-peers, a person’s efficacy belief can be raised, hence making them believe they can master comparable tasks (Mills, 2014).

            With the collaborator’s experience of near-peer role modeling college students from different backgrounds, the proposed workshop attempts to invite audience to participate in a simultaneous trial session in which both audience and the collaborator demonstrate teaching the same theme from the perspective of professional teachers and of NPRMs. It is expected that by comparing and contrasting the way how the theme is taught, and through the sharing of the collaborator of the workshop, audience can get a taste of NPRMing and can generate some ideas how their students can become their ‘additional hand’ that enriches their peers’ learning experience both inside and outside the language classroom.