This study focused on conjunctive adverbialrecognition problems of prospective English Language Teaching (ELT) teachers,and provided them a remedial teaching. The study adopted a quasi-experimentaldesign, and pretest, posttest, and delayed posttest were implemented to theparticipants. The participants were 25 students studying at an ELT department.After the pretest, a remedial teaching comprising two class hours was conductedthrough explicit teaching. The posttest was implemented after two weeks from thepretest, and the delayed posttest was implemented nearly three and a half yearsafter the posttest. The data collected from the participants were evaluatedthrough IBM SPSS Statistic 22 software. The findings were presented in tablesand diagrams. The study indicated that remedial teaching helped considerablythe prospective ELT teachers to overcome their problems regarding conjunctiveadverbials. The study also showed that remedial teaching has a consistenteffect on the participants’ performances even after several years. The results highlightedimportance of remedial teaching of this kind in foreign language teachereducation programs. Based on the results, limitations and suggestions derivedfrom the study were discussed, and several pedagogical implications for foreignlanguage teacher education were provided at the end.