Classroom management in efl pre-service English teachers: strategies for young learners
No Thumbnail Available
Date
2026-04-15
Advisors
Journal Title
Journal ISSN
Volume Title
Publisher
Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC)
Abstract
This quantitative and descriptive study aimed to analyze the classroom management strategies in EFL pre- service English teachers for young learners. This study was accomplished at the Technical University of Cotopaxi and the participants were 36 students from the eighth semester of the Pedagogy of National and Foreign Languages career who made their pre-service activities in some private educational institutions in Cotopaxi province. Data was collected by using a questionnaire with a 4-point Likert scale with 21 statements where the participants had to mark always, sometimes, frequently and never. The results showed that the pre- service teachers frequently use gestures and body language as a key resource for fostering comprehension in English as a Foreign Language (EFL) classes for young learners. Also, role assignment and predictable routines to effectively regulate behavior and encourage active participation. Finally, motivational practices to create safe and respectful learning environments where mistakes are considered part of the learning process are also frequently used. In conclusion, future teachers prefer to use practical and immediately applicable classroom management strategies that promote clarity, structure, and emotional security, rather than strategies that require more pedagogical planning or specific resources
Description
Keywords
CLASSROOM MANAGEMENT, PRE-SERVICE ENGLISH TEACHER, STRATEGIES, YOUNG LEARNERS
Citation
Acurio Gualagchuco, J. A., Mendieta Chicaiza , G. N., & Romero Palacios, A. de J. (2026). Gestión del aula en futuros profesores de inglés como lengua extranjera: estrategias para estudiantes jóvenes. Revista Científica De Innovación Educativa Y Sociedad Actual "ALCON", 16(2), 166–174. https://doi.org/10.62305/alcon.v16i2.915