The present paper attempts to establish that peer team teaching of a prescribed English lesson of I year B.Tech course
by the students will provide more opportunities to enhance their public speaking skills. This kind of classroom activity will
also help them to develop their vocabulary, reading skills, team working skills, etc. It is assumed that the students attain
reasonable proficiency in reading and writing when they enter into tertiary level education, but they lack proficiency in
speaking skills. In this context, the researcher endeavors to conduct teaching sessions by the students' teams to know
whether such classroom activities help students to enhance their public speaking skills. The students' teaching sessions
will be facilitated and observed by the researcher. To conduct the sessions, first year B.Tech students will be taken for the
sample study and a lesson from the prescribed textbook will be provided to the students to read, explain/ present their
own views in front of faculty members and entire class. The study will be covered in 3 hours ELCS lab session followed by
feedback session. To collect students' feedback, questionnaires will be generated and used.
The main objective of this paper is to provide insight/idea to teachers of English to approach activity based peer
language teaching in ESL classrooms. It aspires to establish the fact that students' speaking skills can be improved more if
they are motivated and given autonomy to speak in the given context.