Exploring Prospective English Language Teachers’ Perceptions on Leveraging Microteaching and Literature Integration to Enhance Pedagogical Competence in L2 Teacher Education

Authors : Şeyma Yeşil

Pages : 137-150

Doi:10.51726/jlr.1809813

View : 92 | Download : 155

Publication Date : 2025-12-29

Article Type : Research Paper

Abstract :Abstract: Integrating literature into English language teaching is widely regarded as a pedagogically beneficial practice because it can improve linguistic skills and nurture cross-cultural sensitivity while fostering cognitive and intellectual growth (Carter & Long, 1991). In line with this perspective, ELT teacher education programs in Turkey include specialized courses to provide prospective teachers with the pedagogical competencies and theoretical knowledge necessary for integrating literature into language instruction. This study explored the perceptions and experiences of pre-service English as a Foreign Language (EFL) teachers concerning the incorporation of literature into ELT classrooms via microteaching sessions. The participants were 40 English language pre-service teachers enrolled in the Literature and Language teaching course at a state university in Türkiye. Following the conclusion of a semester-long course on literature-based English language instruction, the data of the study were collected through reflection papers and semi-structured focus group interviews conducted in the sequel and evaluated through content analysis. The study’s findings revealed that incorporating literary texts into ELT classrooms and microteaching sessions yielded positive outcomes, enhancing the efficacy of these sessions and the participants’ instructional practices. The findings also suggest that pre-service English language teachers held a favourable orientation toward the pedagogical integration of literature within ELT frameworks.
Keywords : hizmet öncesi öğretmen eğitimi, Edebiyat Entegrasyonu, İngilizce Dil Öğretimi, Mikro Öğretim, Pedagojik Yeterlilik

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