EXPLORING PRE-SERVICE EFL TEACHERS’ COGNITIONS ABOUT TEACHING SPEAKING: A MULTIPLE-CASE STUDY

Date

2026-7-3

Author

Ünal Yılmaz, Hamide Nur

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Teacher cognition refers to what teachers know, believe, and think (Borg, 2006), which shapes their instructional decisions and classroom practices. This qualitative multiple case study examines five pre-service EFL teachers’ beliefs, conceptions, and pedagogical knowledge concerning the teaching of speaking, and how these develop through teacher education and practicum experiences. The study draws on data from semi-structured interviews, stimulated recall interviews, and reflection papers. At the end of their junior year, having completed core methodology courses, participants were interviewed regarding their language learning histories, teacher education experiences, and beliefs about teaching speaking. At the beginning of their senior year, they participated in a five-week “Speaking Club” project, teaching speaking to intermediate-level students, observing peers, and engaging in reflection sessions. Stimulated recall interviews were conducted to examine their instructional decisions and the underlying reasoning behind them. At the end of their senior year, a final round of interviews investigated how participants synthesized their practicum experiences and their teacher education to reshape their beliefs, assumptions, and instructional reasoning regarding teaching speaking. Conducted over the course of a year, the study enabled us to trace how participants’ cognitions about teaching speaking evolved through hands-on experience, social interactions, and reflections on their language-learning histories. The data were analyzed using Borg’s (2006) framework alongside a sociocultural perspective, enabling the examination of how pre-service teachers’ cognitions are formed, mediated, and reshaped through interaction, reflection, and engagement in pedagogical practice. The findings suggest that their cognitions are enhanced through socially mediated and practice-oriented teacher education experiences.

Subject Keywords

Teacher cognition, pre-service teachers, teaching speaking, EFL

URI

https://hdl.handle.net/11511/119737

Collections

Graduate School of Social Sciences, Thesis