Analyzing video case on questioning strategies may improve student teachers questioning abilities and implement more effective practices that encourage students learning and engagement. Through this method, pre-service teachers can evaluate the questioning strategies used as one of the essential competences in supporting interactive and meaningful learning. This research aims to analyze how video case analysis can help pre-service teachers understand, evaluate, and improve their questioning strategies in the context of classroom learning. This research used a qualitative method with a case study approach. Data were collected through reflection and interviews. This research take data from 7 EFL pre-service teachers. The findings showed that video case analysis contributed significantly to improving pre-service teachers' understanding of questioning strategies. Pre-service teachers were able to identify strengths and weaknesses in their questioning approaches, such as the use of open-ended questions to encourage discussion, time management in question-and-answer sessions, and the ability to respond to students' answers with constructive feedback. This research provides important implications for the development of teacher training programs, particularly in the use of technology as a tool for reflection and learning. By utilizing video case analysis, educational institutions can help pre-service teachers develop better questioning skills, which will ultimately improve the quality of learning in the classroom.
Keywords: EFL pre-service Teachers, video case analysis, questioning strategy, teacher education