Reflective Practice in English Language Teaching

Mann, Steve; Walsh, Steve

doi:10.4324/9781315733395

Cited by 167 publications

(132 citation statements)

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“…To gain some insight into utilizing peer feedback in developing students' writing skills, self-written reflections were employed to explore what they had learned in conducting a peer group discussion. Reflective thinking has been more increasingly employed as a form of critical expression with its necessities in teachers' professional development as the important factor on reflective teaching in language teaching (Mann & Walsh, 2017). This notion was used by the students who acted as student teachers in providing feedback to their peers.…”

Section: Self-written Reflectionmentioning

confidence: 99%

Promoting Peer Feedback in Developing Students’ English Writing Ability in L2 Writing Class

Kuyyogsuy¹

2019

IES

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The study aimed at investigating the effects of peer feedback on students' English writing ability in L2 writing class. A mixed-methods research, an embedded experimental design was employed, making use of a writing pretest and post-test and self-written reflection in the experiment. Data were quantitatively analyzed through a dependent simple t-test, and content was thematically analyzed for qualitative data. The participants were 21 undergraduate students majoring in English in the three southernmost border provinces of Thailand. The findings revealed that from the mean scores of the pretest and post-test, the students had made significant progress in their writing ability. Additionally, the effect size was calculated at 1.97, which means that its magnitude was "large". Moreover, students reflected that peer feedback was a worthwhile experience for social interaction, and provided them with perceiving the writing process, developing affective strategies, supporting critical thinking skills, and developing socially and intellectually by means of working collaboratively. In addition, it helped them practice to become more autonomous learners. As a result, peer feedback should be implemented in L2 writing classes.

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Section: Self-written Reflectionmentioning

confidence: 99%

Promoting Peer Feedback in Developing Students’ English Writing Ability in L2 Writing Class

Kuyyogsuy¹

2019

IES

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“…With the advent of information and communication technology, research on reflective practice has explored the affordance of web 2.0 tools in promoting reflective practice. Past research was overwhelmingly oriented towards examining written reflection by pre-service teachers, when there is a need to explore reflection in the spoken form and possibly mediated via online platforms (Mann & Walsh, 2017). Other than spoken and online-based, argued for a need to shift the study of reflective practice among pre-service teachers from an individualistic perspective to a more community-based, collaborative one.…”

Section: Introductionmentioning

confidence: 99%

Engaging in reflective practice via vlogs: Experience of Malaysian ESL pre-service teachers

Ong

Swanto

AlSaqqaf

2020

Indonesian J. Appl. Linguist.

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Reflective practice serves as a vital area of teacher education and the impetus for professional development among pre-service teachers. Past research has lamented the lack of critical thought of the reflection made by pre-service teachers during their teaching practice. This paper presents a qualitative investigation into the use of video logs (vlogs), which are mediated online. The participants of the study comprised 13 pre-service ESL teachers studying in an Institute of Teacher Education. The data for this study was gathered via the analysis of the vlogs and the focus group interview. Results indicate that the respondents expressed mixed reactions to the approach, where some have enjoyed the experience while some feared of being judged and feeling awkward seeing themselves in vlogs. Most respondents have centered their reflections on issues they encountered during lessons, but one has shown the ability to reflect on issues beyond the classroom setting. The outcome of the study implied the need for pre-service teachers to be given additional coaching on the ‘how’ aspect of reflection. In addition, there is a need to address technical issues faced by respondents in using vlogs, as this can impede the reflecting experience and frequency of vlogs and comments posted by the participants.

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“…For the TP at the school, the students were required to write weekly reflection with some guiding questions suggested and adapted from Allwright and Lenzuen (1997 cited in Mann & Walsh, 2017): What did you teach/do?, What did you do well?, What are puzzling or troubling or interesting phenomenon?, What are areas for development?, How did you feel about your teaching?, and What sort of feedback have found the most helpful and the least helpful? The students had verbal feedback with their school mentor, teaching buddy, and course supervisor after each teaching period.…”

Section: Figure 1 Embedded Experimental Mixed Methods Designmentioning

confidence: 99%

“…This involves social interaction among related persons such as a peer or experienced colleague, mentor or teacher educator. Based on the socio-cultural theory which emphasizes teachers learn from their own and others' practice, Mann and Walsh (2017) assert that "professional development is fundamentally a social process" (p. 11). Social interaction is a central part of learning because learning occurs when learners interact with experts and other related people to discuss ideas allowing internalizations of knowledge and perspectives which encourage deeper quality of reflection and reflective thinking.…”

Section: Introductionmentioning

confidence: 99%

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Promoting pre-service EFL teacher reflection: An investigation of reflection levels in Thai context

Swatevacharkul

2019

Indonesian J. Appl. Linguist.

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Reflection is essential for the teaching practice course since it enhances life-long professional teaching development of the teachers. Capacity to reflect needs to be developed. The objectives of this study were 1) to investigate the levels of learning reflection of pre-service EFL teachers at the end of the teaching practice course, and 2) to explore how reflection contributes to changes of the reflection levels. This study took the form of an embedded experimental mixed methods research design using a close and open-ended questionnaire and semi-structured interview to collect data from 13 international students at an MA ELT program. Data analysis was performed by a t-test and thematic content analysis. The findings revealed that 1) on average, the level of Habitual Action, Understanding, and Critical Reflection at the beginning and the end of the course was not significantly different. However, the level of Reflection was significantly different at the end of the course. Three themes: 1) Revision of past experiences for teaching improvement; 2) Thinking and writing skills development, and 3) Change of beliefs and teaching techniques were generated causing such reflection capacity changes. Recommendations were provided for further research in this area.

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Reflective Practice in English Language Teaching

Cited by 167 publications

References 0 publications

Promoting Peer Feedback in Developing Students’ English Writing Ability in L2 Writing Class

Promoting Peer Feedback in Developing Students’ English Writing Ability in L2 Writing Class

Engaging in reflective practice via vlogs: Experience of Malaysian ESL pre-service teachers

Promoting pre-service EFL teacher reflection: An investigation of reflection levels in Thai context

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