WHAT MAKES FOR AN EFFECTIVE GRAMMAR PRESENTATION?: PEER, SELF- AND TEACHER TRAINER EVALUATION OF MICRO-TEACHING
WHAT MAKES FOR AN EFFECTIVE GRAMMAR PRESENTATION?: PEER, SELF- AND TEACHER TRAINER EVALUATION OF MICRO-TEACHING

Summary/Abstract: In order to identify the elements of grammar teaching which most influence the perception of its effectiveness, we looked into the link between general evaluations of students’ micro-teaching grammar presentations (an overall grade) and the assessments of their individual aspects, such as studentteacher personality, their non-verbal communication, the teaching method employed and the appropriateness of the materials and the activities used. The study involved 36 final year students of English language, literature and culture at a state university in Serbia who engaged in micro-teaching as part of their English language teaching methodology 2 coursework. After each classroombased 5-minute grammar presentation, the same online questionnaire was completed by student teachers themselves (self-evaluation), their fellow students acting as language learners (anonymous peer evaluation) and two university ELT methodology teachers (397 evaluations in total), thus enabling us to investigate the potential differences in the perceptions of the grammar teaching depending on the source of evaluation (peer, self- or teacher trainer). A thematic analysis was conducted on the participants’ responses to an open-ended question regarding the key element that made the grammar presentation successful. Correlational analysis revealed that the strongest association occurred between the perceived level of grammar presentation effectiveness and the positive student teacher characteristics, while the qualitative data analysis showed that the student teacher personality and their teaching style consistent with the constructivist theory of learning were almost equally cited as the main contributors to the positive perception of micro-teaching. Differences between the perceptions of different groups of evaluators were identified and accounted for in both types of research inquiry.

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