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All Journal SALEE: Study of Applied Linguistics and English Education Educalingua Journal
Maria Yosephin Widarti Lestari
Universitas Persatuan Guru Republik Indonesia Semarang
Education Languange, Linguistic, Communication & Media

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Integrating Technology in Microteaching: Pre-Service EFL Teachers’ Digital Pedagogical Development Yuvita Yuvita; Miasnikova Kseniia; Maria Yosephin Widarti Lestari
Educalingua Journal Vol. 4 No. 1 (2026): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalinguajournal.v4i1.3687

Abstract

This study investigates the ways pre-service EFL teachers can achieve digital pedagogical competence through technology-integrated microteaching. Based on the increasing relevance of digital skills in teacher formation, this study aims to verify how microteaching enables technological integration and which factors condition this expansion. This study used a qualitative case study design with 23 pre-service EFL teachers at Universitas Pancasakti Tegal. Data were gathered through reflective journals, semi-structured interviews, classroom observations, videotaping and teaching documents and analysed with thematic analysis.The findings suggest a gradual development in participants' digital pedagogical awareness from merely using technology towards more pedagogically purposeful integrators. Also, technology use increased creativity in teaching and provided opportunities for building confidence through practice and reflection. Nonetheless, this development was affected by multiple elements such as technological hurdles, commentary from peers and lecturers, cooperative learning, and institutional assistance. The finding also shows the cognitive, emotional, social and contextual dimensions that shapes the digital pedagogical competences. It suggests that microteaching creates a productive space for reflective and experiential learning on the topic of technology integration, and that teacher education programs should create supportive environments to further develop pre-service teachers’ digital competence
Bridging Assessment Knowledge and Practice: Pre-Service EFL Teachers’ Assessment Literacy in Evaluating Pragmatic Competence Entika Fani Prastikawati; Senowarsito; Dodi Mulyadi; Maria Yosephin Widarti Lestari
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 2 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i2.2864

Abstract

This study emerges from the recognition that language assessment literacy (LAL) is critical for designing assessments congruent with a communicative language teaching approach to EFL contexts, especially concerning pragmatic competence, an underrepresented area of classroom assessment. Based on the multidimensional LAL framework proposed by Glenn Fulcher, this study investigated pre-service EFL teachers' learning about language (LAL) during teaching practicum. Using an explanatory sequential mixed-methods design, 68 sixth semester pre-service teachers were involved. Overall, LAL was moderate (M = 2.89), with moderate scores in both task design (M = 2.81) and rubric development ability as well as confidence when creating these tasks associated with high perceived challenges to their implementation (M = 3.78). These qualitative results show that much pragmatic competence is evaluated indirectly, focusing more on vocabulary and grammar than appropriateness of content. These results reflect a gap between theory and practice. Therefore, the study points out that more professional-oriented and field-sensitive training is required to reinforce pragmatic assessment in EFL teacher education.
Co-Authors Dodi Mulyadi Miasnikova Kseniia Senowarsito Yuvita Yuvita