Reflection on Reflection: EFL University Instructors  Perceptions on Reflective Practices

Fakazli, Özlem; Gönen, Safiye İpek Kuru

doi:10.16986/huje.2017025118

Cited by 17 publications

(20 citation statements)

References 38 publications

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“…In addition, reflective teaching had helped the researcher promote genre-based approach to the students as a part of writing process. This was similar to (Fakazli, 2017) who engaged various tools in reflective practice. Further, the result had revealed that genre-based approach was possible to be implemented by means of technological mobile in order to improve students' writing skill (Noriega, 2016).…”

Section: Discussionsupporting

confidence: 58%

Using Instagram in Teaching Writing for University Freshmen

Husna

Anugerahwati

Furaidah

2020

Jur.Pend.Teo.Pen.Peng.

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Abstract: This study aimed at elaborating the use of Instagram in teaching writing for university freshmen. This current study contained a reflection from a lecturer who had used Instagram to improve students’ writing skill through process-genre based approach. The data were taken from a reflective daily journal. Further, the journal specifically informed what worked well and what did not from the use of Instagram for writing skill improvement. The result showed that Instagram could significantly improve students’ writing skill, especially to help them find that writing was part of social activities and create a good composition that had been perfectly finalized.Abstrak: Penelitian ini membahas tentang penggunaan Instagram dalam pengajaran writing skill (keterampilan menulis) pada mahasiswa tahun pertama. Penelitian tersebut berisi tentang sebuah refleksi dari seorang pengajar yang telah menggunakan Instagram sebagai media pendukung pembelajaran writing skill melalui pendekatan proses-genre. Data penelitian berasal dari jurnal harian yang sekaligus digunakan untuk mencatat serangkaian kegiatan yang dilalui pada proses pengajaran. Hasil dari penelitian ini menunjukkan bahwa penggunaan Instagram mampu meningkatkan keterampilan menulis mahasiswa sehingga mereka menyadari bahwa menulis merupakan bagian daripada kegiatan sosial serta, serta membantu mereka untuk bisa membuat sebuah karangan atau tulisan yang sempurna.

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Section: Discussionsupporting

confidence: 58%

Using Instagram in Teaching Writing for University Freshmen

Husna

Anugerahwati

Furaidah

2020

Jur.Pend.Teo.Pen.Peng.

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“…The notion of reflection in an educational sense is based on Dewey's (1933) explanation of reflection and as a view of learning by experiencing (Fakazlı and G€ onen, 2017). Dewey (1933) defined reflection as the "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends" (p. 9).…”

Section: Literature Reviewmentioning

confidence: 99%

Construction and validation of barriers to Iranian ESP instructors’ reflective practice scale

Sheikhbanooie

Farahian

2021

JARHE

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PurposeSince reflectivity has a crucial role in education, it has attracted researchers’ attention in the last decades. As such, the present study aimed to construct and validate a questionnaire to assess the barriers to reflective practices of Iranian ESP (English for Specific Purposes) instructors. Furthermore, this study aimed to investigate the reliability of the scale.Design/methodology/approachTo attain the purpose of the study, the researchers developed the first item pool of the questionnaire which included 67 items. Then, 4 experts were asked to pass their judgments on the items. Accordingly, 37 items were excluded and the next draft of the questionnaire that included 30 items remained. After their feedback, the revised scale was piloted with 10 ESP instructors to check the clarity of items. Then, the scale was administered to 210 ESP instructors. At the next stage, an exploratory factor analysis (EFA) was run to assess the construct validity of the questionnaire. Based on the results, three items were removed. To investigate the internal consistency of the scale, a Cronbach’s alpha coefficient was employed.FindingsThe final version of the scale included 27 items with three subscales, namely, learners, instructors and institutions’ issues. The results revealed that the questionnaire enjoyed an acceptable level of validity and reliability.Originality/valueApart from a few studies, no other study has scrutinized barriers to EFL teachers’ reflectivity. In addition, in the realm of ESP, no study has developed a scale to measure barriers to ESP teachers’ reflective practice.

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“…This finding agreed with other research findings. Fakazli and Gönen (2017) explored the reflective practices of eight EFL university instructors regarding school-based teaching practices. Several reflective tools, including diaries, video analysis, and peer sessions, were used for reflective practice after training.…”

Section: Discussionmentioning

confidence: 99%

EFL Trainee Teachers’ Perceptions of School-Based Teaching Practice and Their Reflections on Their Teaching Practice: Hawassa College of Teacher Education in Focus

2021

RHSS

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This study intends to explore EFL trainee teachers' perceptions of school-based teaching practice and their reflections on the school-based teaching practice. To achieve this objective, the study employed mixed method research design. To this end, questionnaire and interview were employed to collect data. All sixty third year regular EFL trainee teachers at Hawassa College of Teacher Education were included in this study. The questionnaire was administered to all sixty EFL trainee teachers. In addition, four EFL trainee teachers were included for the interview data. Then, the quantitative data were analysed using mean and standard deviation and Pearson productmoment correlation. To check the predictive power of perceptions on EFL trainee teachers' reflective practice simple linear regression was employed. Interview data were utilized qualitatively. The finding revealed that EFL trainee teachers had positive perceptions and reflected positively towards school-based teaching practice. In addition, there was a high statistical moderate positive correlation between EFL trainee teachers' perceptions of school-based teaching practice and their reflections on it(r=.626). Furthermore, the finding revealed that perceptions towards school-based teaching practice significantly predicted EFL trainee teachers' reflection on school-based teaching practice. The findings from interview also supported the quantitative data result.

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Reflection on Reflection: EFL University Instructors Perceptions on Reflective Practices

Cited by 17 publications

References 38 publications

Using Instagram in Teaching Writing for University Freshmen

Using Instagram in Teaching Writing for University Freshmen

Construction and validation of barriers to Iranian ESP instructors’ reflective practice scale

EFL Trainee Teachers’ Perceptions of School-Based Teaching Practice and Their Reflections on Their Teaching Practice: Hawassa College of Teacher Education in Focus

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