Enhancing Pre-Service EFL Teachers' Teaching Performance Through Action Research

Abstract

Action research supports and empowers pre-service teachers as they plan lessons, act in the practicum, observe, and reflect on their teaching experiences. This study presents a professional development program based on action research to provide pre-service teachers with effective teaching skills in the EFL classroom and improve their students' language performance. The researcher implemented the training program for twelve male EFL majors enrolled in their practicum using a mixed-methods approach. By incorporating both individual and group experiences, action research improved pre-service teachers' understanding of methodology, encouraged reflection on their beliefs, tacit knowledge, and teaching practice, and assisted in the development of their teaching and learning theories. The findings show that pre-service teachers' performance improved significantly during and after receiving training. Additionally, there was substantial improvement in the students' overall language performance as well as their performance in each language category (vocabulary, grammar, listening, reading, and writing). It is concluded that action research fostered the cognitive evolution of these pre-service teachers and encouraged their synthesis of teaching theory and practice. These benefits of action research mark the beginning of a journey toward becoming a professional educator who can enhance both teaching practice and student outcomes.