Ogeyik, Muhlise Cosgun2024-06-122024-06-1220171470-32971470-3300https://doi.org/10.1080/14703297.2016.1250663https://hdl.handle.net/20.500.14551/21769In English language teaching settings, the type of lecture is important since students should be exposed to instantly recognisable linguistic features in the target language through interaction. This quasi-experimental study was designed to compare the effectiveness of PowerPoint presentations (PPP) and conventional lecture/discussion sessions on the pedagogical content knowledge of the student-teachers of English. PPP were used in the experimental group and conventional lecture/discussion sessions were employed in the control group (CG). The findings revealed that the treatment process was effective on both groups, but the CG achieved better in the post-test. Following the treatment process, the efficiency of the applications was also tested by means of a questionnaire. The CG reflected more positive attitudes towards the conventional lecture/discussion in terms of the quality of instructional strategies, academic language use, professional development, professional perception and problem-solving.en10.1080/14703297.2016.1250663info:eu-repo/semantics/closedAccessImproving Classroom TeachingInteractive Learning EnvironmentsApplications In Subject AreasTeaching With Communication TechnologyTechnology In The ClassroomTechnologyEducationArticle545503510Q3WOS:0004149412000122-s2.0-84992691628Q1