Abstract: Using a qualitative approach drawing on the experiences of four HE lecturers, this study provides an exploration of and insights into a peer review of teaching (PRT) scheme, which focused on teacher immediacy and communication skills. Within the United Kingdom, limited research has been undertaken in relation to teacher immediacy even though international research, particularly in the United States, suggests it enhances lecturer–student interaction.

The study identified three key factors that can enhance teaching through the development of immediacy skills. These were: voice and verbal qualities; body language; and location in the teaching space and environmental factors. This article suggests that, based on the evidence from the four lecturers, any PRT scheme that wishes to focus upon enhancing teacher effectiveness should consider addressing these themes in order to facilitate enhanced lecturer–student interaction.