The present study aimed at investigating the impact of a socio-cognitive program on improving student teachers’ EFL oral performance skills. The research adopted the quasi-experimental research design. The participants of the study were 30 student teachers studying at the department of English at the faculty of Education in Damietta University. They were randomly divided into two groups: an experimental group (N= 15) and a control one (N= 15). The instrument of the study was a pre-post oral performance skills test that was administered on the two groups. The researcher taught the experimental group through a program based on socio-cognitive learning while the control group were taught their regular courses at the faculty. The results of the study revealed that there was a statistically significant difference between the mean scores of the experimental group and the control group in the EFL oral performance skills test in favor of the experimental group. The results asserted that engaging student teachers in socio-cognitive learning experiences helps in promoting their ability for conducting moment-by-moment coordinated interaction through real-time oral performance where language components are leveraged spontaneously for situation-specific use.
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