In 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.