TEFL Community Service: Classroom Intervention in Public Education to Improve University Degree Programs and Academic Performance of Primary School Children

This study analyzes the impact of TEFL Community Service / Service Learning on university practice teachers’ professional development in public schools, focusing on lesson planning, and assessment design using the PDP, ECRIF, and The Writing Process approaches. The exploratory action research (EAR) methodology was employed, involving pre- and post-diagnostic tests to evaluate student progress in vocabulary, grammar, reading, writing, listening, and speaking. The findings demonstrate that the practice teacher faced initial challenges, including managing large classes, creating engaging didactic materials, and adapting lesson plans to students' diverse needs. However, significant improvements in grammar, listening, speaking, and writing skills among students highlight the effectiveness of tailored strategies. Despite resource limitations, innovative solutions such as physical activities, adapted social media content, and teacher-created materials facilitated engagement and learning. Additionally, the TEFL Community Service experience provided the practice teacher with a deeper understanding of lesson planning frameworks, enhanced creativity, and strengthened essential skills such as leadership and adaptability. The results of the pre- and post-diagnostic assessments showed notable growth in students' language abilities, affirming the value of the applied approaches. This study underscores the importance of equipping practice teachers with tools and strategies to overcome public school challenges, thereby improving teaching quality and student outcomes. Recommendations include revising TEFL curricula, incorporating internships that reflect public education realities, conducting larger-scale comparative research, and designing better textbooks for public school use.