A qualitative exploration of livestreaming in English Language teacher training modules

The integration of technology-enhanced learning has significantly transformed educational practices, especially within DE contexts. Livestreaming, delivered through virtual platforms such as Microsoft Teams, has emerged as a crucial tool for enhancing student engagement, supporting language acquisition, and improving teacher training. This qualitative case study explored the impact of livestreaming on English language teaching within a student teacher training module. The study focused on its effectiveness in improving language proficiency, speaking confidence, and readiness for professional roles. Data were collected using a case study design and incorporated observational schedules and evaluation forms from 61 out of 650 students enrolled in the program. Findings indicate that livestreaming positively influences English language development, builds speaking confidence over time, and supports professional preparation. However, challenges related to technology, pedagogy, and institutional support were also identified, potentially limiting effective implementation. The results were interpreted through Vygotsky’s SCT, which indicates the importance of social interaction, scaffolding, and culturally mediated learning contexts in digital settings. It is recommended that institutions implement inclusive learning strategies, provide ongoing digital skills training, and regularly evaluate the impact of virtual instruction on student outcomes to maximise the benefits of livestreaming.