چكيده
Students can learn from and with each other. This study was accomplished to reveal if setting student presentation in English classes in order to give the students the role of a teacher can promote interaction among students, and motivate them to become active in the learning process and therefore perform better in learning and applying of English grammar structures. Thus, the current study aimed to investigate and describe the effect of student presentation of English grammar on Iranian intermediate EFL students' written accuracy. To accomplish this purpose, Oxford Placement Test (Allan, 2004) was used and 60 Iranian EFL learners were selected non-randomly as intermediate students attending Iran National Language Institution, Tabriz, Iran. They were divided into an experimental group and a control group, and were compared across a pretest and a posttest of grammar in the form of written short story paraphrasing. The experimental group was taught the target grammatical points through students' presentation while the control group went through traditional teaching method by the teacher. Results showed that the EFL learners progressed through the two time periods and their accuracy scores went up. The student-centered class in which students gave presentations outperformed the teacher-centered class as the time passed. According to the findings of the present study some pedagogical implications were also discussed to facilitate implementing student presentations in language classes. Student presentations provide students the opportunity to control their own learning since the activities require students to take responsibility for their learning by being actively involved in the learning process rather than simply passively receiving information from a lecture.
Keyword : Teacher- centered classroom, learner- centered classroom, Teacher- presentation, learner- presentation, English grammar, Written accuracy
