In an attempt to move away from teacher-centered way of teaching, lecturers frequently ask students do presentations. In this situation, a group of students will usually become the presenters and the others the audience. Though this way has reduced the teacher-centeredness, the number of students taking part in the discussion and being engaged in the learning process is still limited to the presenters and the audience giving comments about the presented topic, and the learning engagement of the rest of the audience is mysterious. Considering the pivotal role of the learning engagement and participation for the achievement of the instructional objectives, lecturers can use Repetitive Stay-Stray presentation as a teaching strategy that involves meaningful repetition of presenting and listening activities, and multiple traffic of communication, and students’ reflection. These activities make learning engagement and participation a logical consequence.
Keywords: learning engagement, instructional objectives, students’ reflection, multiple stay-stray presentation