Theory into Practice: Exploring Pre-Service Teachers’ Application of Elaboration Strategies to Teach English Grammar

The major concern in teacher education has been the relationship between theory and practice among pre-service teachers. The study explored how pre-service teachers employed an information processing theory memory strategy of elaboration in the classroom to facilitate meaningful learning of English grammar. Participants included 10 pre-service teachers who were purposefully selected because they were undergoing teaching practice in 9 secondary schools in Malawi. Prior to data collection, informed consent was sort from participant in order to ensure and provide voluntary participation as part of ethical consideration. Data were collected through semi-structured interviews and classroom observations using interview schedules and observational