Research and Reflective Practice in the ESL Classroom: Voices from Sri Lanka

Abstract

Modern language education favours the model of a reflective teacher-researcher who is engaged in both individual and collaborative curriculum revision and teaching-learning environment improvement. The present paper addresses the issue of classroom research and reflective practice in current ESL pedagogy and teacher professional development. The theoretical introduction is followed by research findings recently gathered from Sri Lankan ESL teachers. The study aimed at ascertaining the extent to which Sri Lankan ESL teachers are involved in classroom research and discussing various reasons why they assume or do not assume the role of a teacherresearcher. The study reports interesting findings, calling for a wideranging discussion on reflective inquiry in the language classroom as theory and practice seem to be marching to a different tune.

Reflection on Reflection: EFL University Instructors Perceptions on Reflective Practices

“…One reason for this may stem from lack of sufficient opportunities and knowledge for teachers to be engaged in reflective practice. Although teachers are aware of the power of reflection in theory and hold positive attitudes towards reflective practices (Korumaz and Karakaş, 2014), they may not find a ground to put theory into practice (Cirocki, Tennekoon, and Calvo, 2014) or may be unable to critically reflect due to lack of guidance (Odabaşı-Çimer and Paliç, 2012). Thus, systematic practice opportunities provided for teachers may make a difference in helping teachers foster the ideas of reflection and to be engaged in reflective practices in a regular fashion.…”

“…It is clear that more research need to be conducted to understand the role of reflection for professional growth, and shed light on how different practices develop a more critical perspective towards teaching experiences (Cirocki et.al, 2014;Gözüyeşil and Aslandağ-Soylu, 2014;Gün, 2011;Lakshmi, 2014;Odabaşı-Çimer and Paliç, 2012). Albeit a growing emphasis on reflective practices, most of the studies did not involve a systematic training aspect on reflective practices over a period time, and lack sufficient opportunities for teachers to assess the effectiveness of different reflective tools (Choy and Oo, 2012;Cirocki et al, 2014;Gözüyeşil and Aslandağ-Soylu, 2014;Korumaz and Karakaş, 2014;Mahmoodi-Shahrebabaki and Kondlaji, 2015). In a quite few studies (Ahmad et al, 2013, Gün, 2011Lakshmi, 2014), a training aspect was included over a period of time prior to implementation of reflective practices, and these studies suggest the need for training before teachers are involved in reflectivity.…”

Research and reflective practice in the EFL classroom: Voices from Armenia

“…While most teachers do regularly reflect on their lessons and consider what works best in their context, it must be emphasised that classroom-based inquiry requires intentional reflection. Cirocki, Tennekoon and Peña Calvo (2014) point out that intentional reflection "differs from daily reflection in that it is planned, active, persistent, and heightens a teacher's focus on problem-posing in their classrooms" (p. 27). Bullough and Gitlin (2001) argue that issues explored by teacher-researchers are specific to their own classroom practice, and thus enable teacher-researchers to relate practice to theories of teaching and learning.…”

Preparing Elementary English Teachers: Innovations at Pre-service Level

“…They also have to consider the language needs of the elementary students and frame their instruction based on these needs (Molle, 2013). The provision of reflective activities in which teachers are given opportunities to continuously reflect on their beliefs, ideas, and practices, and develop further their strategies based on the interplay of their reflection and relevant theoretical knowledge is also vital (Cirocki, Tennekoon, & Calvo, 2014).…”