Beliefs and Practices of Ecuadorian EFL Preservice Teachers About Teaching Speaking Skills

This qualitative case study explores the beliefs and practices of five Ecuadorian English as a foreign language (EFL) preservice teachers about teaching speaking skills, as observed during their practicum. Data collected through classroom observations, interviews, and field notes over a semester show a complex relationship between the participants’ beliefs and practices, with convergences in collaborative methods, games, technology, timing, and immersion strategies. However, divergences were found in repetition, immersion strategies, and timing. The results underscore the need for teacher education programs to address these discrepancies, thereby better preparing preservice teachers for the demands of contemporary EFL teaching. The study enriches the discussion on language education in Latin America, shedding light on the unique challenges and opportunities for Ecuadorian EFL teachers.