Enhancing Microteaching at Sultan Qaboos University

Abstract

This study was an attempt to maximize the effectiveness of microteaching at SQU. It proposed a model incorporating five components: (1) planning and feedback, (2) teaching and observation, (3) self-assessment and reflection, (4) peers’ feedback, and (5) tutor’s feedback. The model was applied to a group of 24 student-teachers of English attending the microteaching course at the College of Education, Sultan Qaboos University. To measure the effectiveness of the model, the planning tasks, self-assessment forms, reflective questions raised by peer students, and the tutor’s feedback comments were analyzed qualitatively. It was found that the proposed model helped maximize the effectiveness of EFL microteaching at SQU.