Enhancing Interactive Skills of Pre-Service EFL Teachers: Is Video-Case-Based Reflective Training Instrumental?

Background/purpose. This study addresses a critical lacuna in language teacher education by implementing and evaluating a video-enhanced coaching program designed to strengthen interactive skills and self-efficacy among English as a Foreign Language (EFL) pre-service teachers.

Materials/methods. Conducted over two academic years, the research involved 46 final-year EFL pedagogy undergraduates who belonged to a treatment group (n = 23) and a historical control group (n = 23). Both groups undertook a 12-week teaching practicum with a year-long gap, but the intervention group received an additional five-week individualized training focused on interactive skills, delivered through video analysis sessions midway through the practicum. Filmed classroom interactions were completed at the first and final weeks of the intervention.

Results. Findings revealed that while both groups exhibited improvements in interactive skills over time, the intervention group demonstrated a substantially greater increase compared to the reference group. However, changes in self-efficacy beliefs were minimal and did not differ significantly between groups.

Conclusion. The results suggest that video-case-based training can promote the interactive skills of prospective EFL teachers, underlining the value of integrating reflective video analysis into teacher education programs. The lack of substantial impact on self-efficacy indicates that additional strategies may be necessary to bolster this aspect of teacher development. This paper contributes to the discourse on effective teacher training methodologies and highlights the potential of video-assisted reflective practices in cultivating foundational teaching competencies.

Keywords: Pre-service teacher practicum, teacher-classroom interaction, teacher self-efficacy, video-based coaching, video interaction guidance

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