Experiencing and experimenting how to teach a foreign language in methodology courses in the undergraduate programs of ELT departments is a complex and confusing task at microteaching level. Trainees utilize their instructional capacity using the collection of techniques they compile for the simulation of this sort. Such a construction and presentation require a micro FLT cosmos which encloses a lot of assumptions, a collection of techniques, and a technical course of action. The hypothesis in this argument is that the technical construction of single-skill and integrated-skills based microteachings which resemble units requires a complicated procedure in teacher training, and the eclectic matrix (EM) may assist trainees with the technical selection and support well-designed microteachings. The suggested eclectic matrix template may assist them in synchronizing the techniques to be utilized and other variables such as ordering, timing, assessing, modifying and fine-tuning. The unit-like structure, the eclectic density, and the length of such microteachings may cause problems in methodology courses. This study displays the reactions of the teacher trainees to utilizing the eclectic matrix in ELT microteachings. Their responses have been collected through a questionnaire after a long period of matrix applications as described here.