Inner Speech Experiences of Pre-service EFL Teachers During Courses and Teaching Practicum

This qualitative case study examines the inner speech experiences of pre-service EFL (English as a foreign language) teachers during their courses in L2 (second/foreign language) and teaching practicum. Inner speech diaries maintained by twelve Turkish pre-service teachers of English over a four-week period captured the participants’ private reflections on various aspects of their learning and teaching processes, including task management, emotional regulation, and professional observations. The findings revealed six prominent themes during the coursework phase: task-related concerns, irrelevant thoughts, well-being, classroom dynamics, emotional responses, and perceptions of teacher quality. Similarly, six themes emerged during the teaching practicum: irrelevant thoughts, student characteristics, mentoring quality, teaching skills, well-being, and future aspirations. Notably, some themes, such as well-being and irrelevant thoughts, were consistent across both contexts, reflecting shared challenges like anxiety, distraction, and emotional fatigue. Themes specific to the practicum highlighted the participants' growing awareness of classroom dynamics and professional responsibilities. This research contributes to the limited body of literature on inner speech in second language acquisition by emphasizing its dual role as both a cognitive aid and a mirror to the learner’s emotional and situational contexts.