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

Abstract

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.