Developing EFL Pre-service Teachers’ Self-efficacy through Microteaching

Abstract

The aim of the study presented in this paper was to examine the self-efficacy of 95 EFL pre-service teachers in relation to the utilization of microteaching in two English language teaching methodology courses. The study was conducted at a university in Thailand. This study combined quantitative and qualitative techniques. Likert Scale Survey was used to collect quantitative data and open-ended questions were used to collect qualitative data from the respondents. The findings showed that microteaching affected the development of EFL pre-service teachers’ self-efficacy for student engagement, instructional strategies, and classroom management.