Author: Toshmatov, Alimardon Sotvoldiyevich

Annotation: This paper investigates the effectiveness of various strategies for improving the written speech competence of future English as a Foreign Language (EFL) teachers. The study employed a mixed-methods design, incorporating both quantitative and qualitative data, to examine the impact of targeted interventions on the written speech competence of pre-service EFL teachers. The findings suggest that a combination of collaborative learning, explicit instruction, and reflection tasks can significantly enhance the quality of written speech competence in this population. The paper concludes with recommendations for further research and implications for teacher education programs.

Keywords: Written speech competence, EFL teachers, teacher education, collaborative learning, explicit instruction, reflection

Pages in journal: 270 - 272