The Effect of Web-based Instructional Learning Environment on Enhancing Microteaching Experience in English Language Teacher Education

In second language teacher education programs microteaching has always been a significant technique to help bridge theory to practice and prepare the trainees (i.e., preservice teachers) for real classroom contexts. The expected benefits from 10-15 minute-microteaching sessions are the communication among the trainees and supervisor, collaboration with each other, and reflection on the teaching. However, due to some constraints such as time and big class size, these benefits may not be derived easily. The related literature discussed these challenges quite extensively and offered some solutions. However, there are relatively fewer studies which explored preservice teachers’ gains when technology is integrated into the traditional microteaching sessions. Therefore, this study aims to explore how the effect of a designed Web-based instructional learning environment (hereafter WeBILE) was perceived by the participating preservice teachers on developing their communication, collaboration and reflection in microteaching process. In so doing, 52 Kurdish preservice English language teachers were asked to use the WeBILE for six weeks. Both quantitative and qualitative data were collected from questionnaires, the system analytics, reflection journals, and semi-structured interviews. The results of the data analysis reveal that the designed WeBILE has been perceived quite effective in supporting and improving the preservice teachers’ microteaching practice and solving the defined microteaching problems by creating opportunities for communication, collaboration and reflection in microteaching process among the preservice teachers.