Using problem-based learning in a micro-teaching course to develop EFL student teachers' reflective thinking and attitudes towards the course

Abstract EN

The aim of the study was to identify the effect of using problem-based learning in a Micro-teaching course on developing EFL student teachers 'reflective thinking and attitudes towards the course.

The sample of the study consisted of sixty EFL student teachers in two groups, thirty for each group.

The quasi- experimental research design was followed with one of the two groups as an experimental group and the other as a control one.

A reflective thinking test and an attitude scale were designed by the researcher and used to collect data.

The findings of the study revealed a statistically-significant difference at the level of (0.05) between means of scores of the experimental and control groups in the reflective thinking post-test in favor of the experimental group.

However, no statistically significant difference was found in relation to the student teachers 'attitudes as both the experimental and control groups had positive attitudes towards the course.

The findings were discussed in light of the previous literature highlighting a mediating role of reflective thinking in bridging the gap between theory and practice in EFL teacher education programs.