Tefl Application Process

Abstract

This curricular integration project examines the application of key Teaching English as a Foreign Language (TEFL) frameworks within pre-service teacher training, emphasizing the balanced development of the four core language skills: speaking, listening, reading, and writing. The document integrates theoretical foundations with practical classroom implementation through structured lesson plans, demonstrative lessons, and reflective journals. The study analyzes the pedagogical use of FMU (Form, Meaning, Use) for grammar instruction, ECRIF (Encounter, Clarify, Remember, Internalize, Fluently Use) for speaking development, PDP (Pre, During, Post) for listening and reading comprehension, and PDREE (Preparation, Drafting, Revising, Editing, Extension) for process-based writing instruction. Each framework is applied in authentic classroom contexts to promote student-centered, communicative, and meaningful learning; in addition, reflective teaching journals provide critical insights into instructional decision-making, classroom management, and learner engagement during pre- service teaching experiences. The findings highlight the effectiveness of these TEFL methodologies in fostering active participation, improving language competence, and supporting reflective professional growth. Overall, this project demonstrates how the integration of theory and practice contributes to the development of competent, reflective, and adaptable future English educators.