IMPROVING THE TEACHING OF LISTENING AND SPEAKING: MEASURING THE EFFECTIVENESS OF AN INTERVENTION PRACTICUM MODEL AMONG ENGLISH PRE-SERVICE TEACHERS

Autori

  • Joibel Tadea Giménez-Mogollón Tenured Professor, Languages School Tijuana, Universidad Autónoma de Baja California, Tijuana, México orcid.org/0000-0003-0441-1045

DOI:

https://doi.org/10.46827/ejel.v11i5.7017

Ključne reči:

improving listening and speaking teaching, pre-service teachers, intervention practicum

Apstrakt

Neglecting listening and speaking in the English classroom remains a problematic aspect. Considering pre-service English teachers (PSETs) as the key factor that could help address this issue could be one approach. In pursuit of that path, an intervention program to train them to perform better in teaching listening and speaking was put into practice and assessed. 16 future teachers were part of an intervention program that required them the performance of three microteaching classes (MT1 listening, MT2 speaking, and MT3 integrated). A case study methodology with a pre-experimental quantitative descriptive method was used. Results showed a significant improvement in the teaching performance of the PSET between MT1 and MT2; in MT3, a modest positive difference was observed.

Biografija autora

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    Dr. Joibel Tadea Giménez-Mogollón holds a bachelor’s and a master’s in TESOL and a doctorate in Education. She is a tenured professor at the Language School Tijuana, Universidad Autónoma de Baja California, Mexico. Member of TESOL, MEXTESOL, and the Venezuelan and Mexican National Research Systems (SNII and Conacyt). She possesses experience as a language teacher in different countries, levels and modalities. Her fields of research are language teaching, use of technology in language teaching and collaborative online learning for language students.

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Preuzimanja

Objavljeno

2026-09-15

Broj časopisa

God. 11 Br. 5 (2026)

Rubrika

Articles

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