Abstract

An experiment was conducted to evaluate the contribution of active learning and deliberate rehearsal to the language-promotion abilities of pre-service teachers. Fifty-nine students enrolled in intensive early childhood or elementary education university programs were randomly assigned to a video analysis, video analysis + deliberate rehearsal, or control condition. Participants in the two experimental conditions produced better language interactions in fictional-but not real-scenarios than students receiving only intensive university training. Deliberate rehearsal did not have an additional impact over video analysis. Implications for university teaching of language promotion abilities are discussed. (c) 2021 Elsevier Ltd. All rights reserved.