Digital Reflective Microteaching As A Method For Developing Cognitive-Pragmatic Competence In Future English Teachers

This article discusses digital reflective microteaching as a method for developing cognitive-pragmatic competence in future English teachers. In contemporary EFL teacher education, pragmatic competence should be developed not only through theoretical explanation but also through interactive, contextualized, and reflective tasks. Digital tools provide opportunities for multimodal input, simulated interaction, video-based analysis, online role-play, and feedback. The article proposes the integration of digital scenarios, video observation, online interaction, microteaching, and reflective self-assessment. This approach helps pre-service English teachers understand how pragmatic meaning is constructed in spoken, written, academic, and classroom communication. Particular attention is paid to requests, refusals, feedback, disagreement, classroom instructions, and teacher-student interaction.