Empowering EFL Student Teachers with Evidence-Based Practices: Findings from the Teaching Practicum

Embedding evidence-based practices (EBPs) within EFL teacher training has great potential to meet both the needs of quality instruction and student learning achievement. However, implementing these practices during the teaching practicum remains underexplored and underdeveloped, particularly in under-resourced contexts. This research explores how seventy-three EFL student teachers incorporate EBPs in their practicum, analyzing the challenges they encounter and the effects of EBPs on students’ learning. The participants were divided into two case study groups: one focused on scaffolded instruction (n = 32) and the other on differentiated instruction (n = 39). Each group received a five-week structured intervention combining theoretical input with strategy modeling, collaborative design tasks, and a Plan–Perform–Reflect cycle to connect theory to practice. A mixed-methods approach was employed, integrating survey data with online reflective journals and focus group interviews. Qualitative and quantitative data were analyzed and interpreted for each case and collectively across the two cases. Findings indicated that EFL student teachers possess knowledge about EBPs, but inadequate resources, classroom management difficulties, and a lack of effective mentorship constrain their application. The article concludes with recommendations for enhancing EFL teacher training programs and addressing the barriers to EBP implementation.