Lina LADJLET, Sarra BENREDOUANE2020-12-092020-12-092020-06http://dspace.univ-msila.dz:8080//xmlui/handle/123456789/21958Recently, Pedagogical Peer Tutorship (PPT) has been conceived as an effective strategy for accompanying first year novice students to achieve successful learning experiences, through guidance and assistance provision by other experienced senior students. The current study aims at investigating the impact of implementing PPT on first year EFL students' academic motivation and autonomy. Therefore, it follows a one group pre-test/post-test quasi-experimental design, with a sample group of (N=30) EFL students at M'sila University, who completed the academic motivation Test (AMT) and learner autonomy Test (LAT) before and after receiving the intervention as a form of PPT sessions. Using the SPSS program version 24, paired sample difference tests were conducted to test the research hypotheses. The study's results have indicated the existence of statistically significant difference between pre and post results that is explained by the effectiveness of PPT on promoting both EFL first year students‘ academic motivation and autonomy. Thus, it is recommended to implement PPT strategy to boost EFL students‘ adaptation in their first days in university life.Thesis