THE ROLE OF MICROTEACHING IN ENHANCING PRE-SERVICE EFL TEACHERS’ SPEAKING SKILLS: A QUASI-EXPERIMENTAL STUDY

Samia Moustaghfir

Abstract


This study investigates the impact of microteaching on the development of speaking skills among pre-service English as a Foreign Language (EFL) teachers at the École Supérieure de l’Éducation et de la Formation (ESEF). Although microteaching has traditionally been employed to develop pedagogical competence, its potential to enhance oral proficiency and reduce speaking anxiety remains underexplored. A quasi-experimental one-group pre-test/post-test design was adopted, involving 35 undergraduate pre-service teachers participating in six structured microteaching sessions. Data were collected through pre- and post-speaking tests assessing fluency, accuracy, pronunciation, and coherence, complemented by a perception questionnaire. Quantitative analysis revealed statistically significant improvements in all speaking components, while qualitative findings indicated increased confidence, reduced anxiety, and positive attitudes toward peer feedback and reflective practice. These results suggest that microteaching functions as a dual pedagogical and linguistic tool, promoting both professional development and communicative competence. The study highlights the importance of integrating iterative teaching practice, feedback, and self-reflection into teacher education programs to foster oral proficiency and instructional readiness among pre-service EFL teachers.

Keywords


This study investigates the impact of microteaching on the development of speaking skills among pre-service English as a Foreign Language (EFL) teachers at the École Supérieure de l’Éducation et de la Formation (ESEF). Although microteaching has tradition

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References


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DOI: http://dx.doi.org/10.46827/ejals.v9i2.706

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