Using scenario-based learning for pre-service EFL teacher preparation

Abstract EN

The current study aimed at examining the use of scenario-based learning for developing teaching skills of pre-service EFL teachers.

The study adopted a quasi-experimental research design.

Participants in this study were sixty (N=60) pre-service EFL teachers enrolled in the General Diploma in Education, Faculty of Graduate Studies for Education, Cairo University.

They were randomly assigned into two groups; the control group (N=30) and the experimental group (N=30).

Tools of the study were designed by the researcher, namely, teaching skills checklist and teaching skills observation sheet.

Results of the study indicated that using scenario-based learning had a large effect on developing teaching skills of pre-service EFL teachers.