Pre-service teachers' perceptions towards the use of small group discussion to improve students’ speaking skills

Small group discussions are a widely recognized teaching technique for encouraging student participation and speaking practice in English language learning. However, most previous research has focused on the perceptions of students and teachers, with limited attention paid to pre-service teachers who implemented this technique in their teaching practice. Therefore, the purpose of this study is to explore pre-service teachers’ perceptions toward the use of small group discussions to improve students’ speaking skills. The research design is descriptive qualitative. Data collection was conducted through open-ended questionnaires and semi-structured interviews. This study employed a data analysis technique based on the theory, Miles, Huberman, and Saldana, which encompasses three main stages: data condensation, data presentation, and conclusions. The credibility of the research results is demonstrated through methodological triangulation. The results indicate positive perceptions of small group discussions among pre-service teachers. Cognitively, respondents view small group discussions as a means of facilitating student participation, building self-confidence, expanding vocabulary, and enhancing understanding. Affectively, pre-service teachers experience enthusiasm, satisfaction, and pride despite facing some challenges in the classroom. Conatively, pre-service teachers demonstrated various strategies for organizing discussions, encouraging participation, managing group dynamics, and providing feedback to support students’ speaking skill development. These findings suggest that small group discussions can be considered a valuable technique for teaching speaking skills. To maximize the effectiveness, pre-service teachers need to carefully design discussion activities, select engaging topics, and implement strategies that encourage active participation from all students. Further studies are recommended to involve a broader range of participants and examine small group discussions in various learning contexts.