Unveiling the implementation of reflective teaching practices in EFL classroom: Teachers’ practices, strategies, and outcomes

Abstract

Reflective teaching (RT) is a strategy to improve teaching quality and student learning outcomes. Therefore, this research presents teacher practices for implementing reflective teaching in English as a Foreign Language (EFL) classes. In addition, it explores teachers’ reflective practices, strategies, and outcomes resulting from these practices. The research method used is a qualitative study using questionnaires for data collection and in-depth interviews with several EFL teachers from urban areas and rural areas of West Java. The results showed that teachers used few strategies in reflective teaching practice, such as group discussion with colleagues, video recordings, daily notes, and students’ feedback as reflection approaches or strategies. This research also found specific reflective practices that can improve the quality of learning and teachers’ understanding and skills in teaching English as a foreign language.