Principles of language teaching and learning for expanding and improving classroom input strategies

Abstract

This study analysed the possibilities of implementing principles of language teaching and learning for expanding and improving classroom input strategies. Thirty-three English as a foreign language student teachers participated in the study for four weeks. Data were collected through Likert-type surveys, written assessments and a third-party interview. Findings indicated that (1) participants showed a high level of perceived knowledge; (2) participants showed a high level of content knowledge on written tests; (3) students expressed positive attitudes towards the learning approach (i.e., grounding input strategies in well-established principles of teaching and learning); and (4) participants performed better in the post-videotaped evaluation than in the pre-videotaped evaluation.