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In the most general sense, service-learning is a pedagogic method that combines formal instruction with the corresponding service activity in the community, where the students gain further understanding of the course content, as well as an enhanced sense of civic responsibility, through direct application of what they study in appropriate social contexts. In this paper we describe the application of the service-learning concept in EFL teaching at the Faculty of Philosophy in Niš. The elective course Grammar in EFL Teaching provides a framework for the cooperation between the teachers and students at the Department of English and those at other departments. The students at the English Department got the chance to gain additional experience through tutoring the students from the other departments, as well as to evaluate this experience reflectively. The paper provides a qualitative and quantitative analysis, based on structured questionnaires, evaluation protocols and interviews, which examine the attitudes of all stakeholders in this type of teaching practice. The results indicate that both the direct participants (the students of English and those from other departments) and the indirect participants (the English teachers at varous departments whose students participated in this activity) confimed the usefulness of and justification for this kind of pedagogic practice. [ABSTRACT FROM AUTHOR]