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

Siti Noor Aneeis Hashim

Abstract


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.

Keywords


Reflective practice English language Teachers Effective English language teaching Primary schools

References


REFERENCES

Ahmad, I., Said, H., Zeb, A., ur Rehman, S., Ahmad, S., & Khan, W. “How Reflective Practice Improves Teachers' classroom Teaching Skill? Case of Community Based Schools in District Chitral, Khyber Pakhtunkhwa.” Academic Research International, vol/issue: 4(1), pp. 73-81.2013.

Akbari, R., & Allvar, N.“L2 Teacher Characteristics as Predictors of Students’ Academic Achievement.” Tesl-Ej, vol/issue: 13(4), pp. 1-22. 2010.

Anyiendah, M. “Challenges Faced by Teachers When Teaching English in public primary Schools in Kenya”. Frontiers, vol/issue: 2(13), pp. 1-3. 2017.

Bandura, A. “Social cognitive theory: An agentic perspective.” Annual review of psychology, vol/issue: 52(1), pp. 1-26. 2001.

Brookfield, S. Becoming a critically reflective teacher. (2nd ed). New York: John Wiley & Sons; 2017.

Elkommos, O. “Collaborative Reflexive/Reflective Teaching and Action Research in TESL.” International Journal of Cognitive and Language Sciences, vol/issue: 14(1), pp. 66-74. 2020.

Farrell, T. S. “Reflecting on ESL teacher expertise: a case study”. System, vol/issue: 41(4), pp.1070–1082. 2013.

Finlinson, A. “Second Language Teaching in the ESL Classroom: The Role of the Teacher.” Utah State University.2016.

Franklin, H., & Harrington, I. “A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms.” Journal of Education and Training Studies, vol/issue: 7(12), pp.1-12. 2019.

Ghapanchi, Z., Khajavy, G., & Asadpour, S. “L2 motivation and personality as predictors of the Second language proficiency: Role of the Big Five traits and L2 motivational self System.” Canadian Social Science, vol/issue: 7(6), pp.148-155. 2011.

Ghaye, T. “Teaching and learning through reflective practice: A practical guide for positive action.” New York:

Routledge. 2010.

Jejo, S., & Haji, S. “Teaching Strategies to Increase EFL Speaking Skills in a Communicative Learning Environment.” Malmö University. Malmö University Press. 2020.

Kambouri-Danos, M., & Pieridou, M. “Qualitative doctoral research in educational settings: Reflecting on

meaningful encounters.” International Journal of Evaluation and Research in Education, vol/issue: 9(1), pp. 21-31. 2020.

Khairul Anwar, Suratno, & WachjuSubchan. “Developing Connection, Aplication, Reflection, Extension (Care) Learning Model in Junior High School Science Learning.” International Journal of Scientific & Technology, vol/issue: 9(03), 819-823. 2020.

Killion, J., & Todnem, G. “A process of personal theory building.” Educational Leadership, vol/issue: 48(6), pp.14–17. 1991.

Kirkpatrick, A. “Teaching English across cultures. What do English language teachers need to know to know how to teach English.” EA journal, vol/issue: 23(2), pp. 20-36. 2007.

Ko, J., Sammons, P., & Bakkum, L. “Effective teaching. Education Development Trust.” Berkshire: University of Oxford.2016.

Larrivee, B. “Development of a tool to assess teachers’ level of reflective practice.” Reflective Practice, vol/issue: 9(3), pp.341-360. 2008.

Lee, S. C. “Pre-service teachers’ progressive reflective practices using weekly journals in an action research project.” Journal of Asia TEFL, vol/issue: 15(1), pp.242-249. 2018.

Lin, T., & Jain, J. “Learning To Teach Through Reflective Practice.” International Journal of Education, vol/issue: 4(30), pp. 342-355. 2019.

Maslow, A.A. “Theory of Human Motivation.” Psychological Review, vol. 50, pp. 370-96. 1943.

Mathew, P., Mathew, P., & Peechattu, P. J. “Reflective practices: A means to teacher development.” Asia Pacific Journal of Contemporary Education and Communication Technology, vol/issue: 3(1), pp.126-131. 2017.

McDonough, S. “Psychology in foreign language teaching”. London: George Allen and Unwin. 1983.

Muijs, D., & Reynolds, D. “Effective teaching: Evidence and practice” (4th ed.).London: Sage. 2017.

Musa, N., Lie, K., & Azman, H. “Exploring English language learning and teaching in Malaysia.” GEMA Online® Journal of Language Studies, vol/issue: 12(1), pp. 35-71. 2012.

Olaya Mesa, M. “Reflective teaching: An approach to enrich the English teaching professional practice.”How, vol/issue: 25(2), pp. 149-170. 2018.

Peel, K. “Everyday classroom teaching practices for self-regulated learning.” Issues in Educational Research, vol/issue: 30(1), pp. 260-282. 2020.

Pintrich, P. & Schunk, D. “Motivation in education: Theory, research, and application.” (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. 2002.

Reichenberg, J., & McVee, M. “When your lesson is bombing: The mediation of perplexity in the development of a reflective stance toward teaching.” Teaching and Teacher Education, vol. 80, pp. 241-254. 2019.

Sailin, S. N., & Mahmor, N. A. “Improving student teachers’ digital pedagogy through meaningful learning activities.” Malaysian Journal of Learning and Instruction, vol/issue: 15(2), pp.143-173. 2018.

Siahaan, P., Dewi, E., & Suhendi, E. “Introduction, Connection, Application, Reflection, and Extension (ICARE) learning model: The impact on students’ collaboration and communication skills.” Jurnal Ilmiah Pendidikan Fisika Al-Biruni, vol/issue: 9(1), pp.109-119. 2020.

Sieberer-Nagler, K. “Effective Classroom-Management & Positive Teaching.” English Language Teaching, vol/issue: 9(1), pp.163-172. 2016.

Slavin, R. “Quality, appropriateness, incentive, and time: A model of instructional effectiveness.” International Journal of Educational Research, vol/issue: 21(2), pp.141-157. 1994.

Slavin, R. “Educational psychology: Theory into practice” (4th ed.). Boston: Allyn & Bacon. 1994.

Sua, T., Raman, S., & Darussalam, B. “Problems and challenges of learning through a second language: The case of teaching of science and mathematics in English in the Malaysian primary schools.” Kajian Malaysia, vol/issue: 25(2), pp.29-54. 2007.

Yaacob, A., Walters, L. M., Ali, R. M., Abdullah, S. S., & Walters, T. “Reflecting on Malaysian Teacher Trainees’ Journals.” Malaysian Journal of Learning and Instruction, vol.11, pp.1-21. 2014.




DOI: http://doi.org/10.11591/ijere.v10i1.20956
Total views : 41 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.