The use of reflective practice towards achieving effective English language teaching at primary schools.

Siti Noor Aneeis Hashim


Reflective practice is one of the major concerns in the process of teaching and learning English Language in Malaysia. Reflective practice can be used as a medium to increase students’ enthusiasm in learning the English language. Reflective thinking is identified as a skill for future competency in reflective practice that was implemented in schools. It enhances teachers’ pedagogical skills and currently the term “upskilling” is often used in such a context. Reflective practice may educate students to face challenges and responding demands of the 21st century in English language classrooms. One of the reflective practice models which leads towards effective instruction is QAIT Model. This model aims to show those with reflective thinking practices display reflections by (1) doing self-access, (2) considering others’ views, (3) framing and reframing practices and (4) making changes towards effective English language teaching. The main objective of this paper is to describe the ability of selected non-native primary schools English language teachers’ to see their teaching effectiveness based on the dimensions of reflective practice through model of instructional effectiveness as proposed by Slavin (1994). A qualitative research was employed in this in-depth study to gain insights into the excellent teachers’ behaviour in implementing reflective practices throughout their English language teaching. The participants, in this study are in-service, non-native English language teachers who have vast experiences in primary schools classroom teaching and were able to share their reflections. The research findings showed four levels of reflection which include pre-reflection; surface-reflection; pedagogical reflection; and critical reflection. In addition, two other emerging themes spread across the findings: Classroom issues and problems, and Reflection focus-elements. It is suggested that teachers emphasize on reflective practice to enhance the quality of classroom instruction and its appropriateness to match their students’ needs.


Reflective practice English language Teachers Effective English language teaching Primary schools



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