Rotating poster presentations

Written by
Language: English

© 2017 Manuel Lagares, Sandra Reisenleutner.

Crossref Similarity Check logo


Oral presentations are a common practice in foreign language classes, often used to assess students’ speaking skills. Usually, the presentations are delivered by students in front of the class, often with PowerPoint slides or Prezi as support. However, frequently the audience does not engage with the presentation and thus, the benefits of this format are somewhat limited and imbalanced. In addition, the prospect for the student of spending several weeks just sitting and listening to others’ presentations does not have a motivational effect. For these reasons, Rotating Poster Presentations (RPP), refurbished formats of oral presentations, were introduced in German and Spanish language classes at the University of Nottingham. Students created a poster as support for their presentation. The setup of the presentation was based on the idea of a fair, where students interact with the various presenters. This model led to very positive student feedback. Participants found it easier to present their topics, as small group interaction contributed to increased confidence. Besides, the audience was much more motivated to attend the classes and the interaction between presenters and audience gained in quality. Students found the poster presentations clearer and engaging. Moreover, the format of the fair, the creation of the poster, the need for exact time-management, the focus of autonomous and student-led work, as well as the tasks and the presentation, are transferable skills that go beyond the language classroom.

Keywords: poster presentations, oral presentations, interaction, motivation, creativity, autonomous learning, evaluation of speaking skills, employability.


Bygate, M. (1996). Effects of task repetition: appraising the developing language of learners. In J. Willis & D. Willis (Eds), Challenge and change in language teaching (pp. 136-146). Oxford: Heinemann.

Dooly, M. (2008). Understanding the many steps for effective collaborative language projects. The Language Learning Journal, 36(1), 65-78.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.

Dörnyei, Z. (2014). Motivation in second language learning. In M. Celce-Murcia, D. M. Brinton & M. A. Snow (Eds), Teaching English as a second or foreign language 4th ed., (pp. 518-531). Boston, MA: National Geographic Learning/Cengage Learning.

Ellis, R. (2004). The definition and measurement of L2 explicit knowledge. The Language Learning Journal, 54(2), 227-275.

Laine, E. (1988). The affective filter in foreign language learning and teaching.

Martínez Baztán, A. (2011). La evaluación de las lenguas (pp. 148-149). Granada: Editorial Octaedro Andalucía.

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Willis, J., & Willis, D. (2007). Doing task-based teaching. Oxford: Oxford University Press.

How to cite

Citation is provided in standard text format below. For full citation export options, click Export citation.

Lagares, Manuel; Reisenleutner, Sandra. (2017). Rotating poster presentations. In Carmen Álvarez-Mayo, Angela Gallagher-Brett, Franck Michel (Eds), Innovative language teaching and learning at university: enhancing employability (pp. 79-87).

Request permissions

This article is published under the Attribution (CC BY) licence. The CC BY licence lets others distribute, remix, tweak, and build upon authors’ work, even commercially, as long as the AUTHOR(s), EDITORIAL TEAM and PUBLISHER of the original creation are properly credited.

From the same authors

Open online language courses: the multi-level model of the Spanish N(ottingham)OOC
Goria, Cecilia; Lagares, Manuel.
“Show me where you study!” – An interactive project between German language students in Nottingham and St Andrews
Hartung, Insa; Reisenleutner, Sandra.