Reflective Teaching in English Language Classrooms: Perception and Practice of English Language Instructors at Wachemo University

Abstract

This study aimed at examining how university English language instructors perceive reflection in teaching and the extent to which their perceptions were realized in reflective teaching. Adopting a convergent case study method, the study was conducted utilizing both qualitative and quantitative data sources. Quantitative data were elicited using a questionnaire from 41 English language instructors selected from Wachemo University through comprehensive sampling, and qualitative data were collected using interviews, observation, and reflective journal writing from four instructors taken through convenience sampling among the surveyed instructors on the basis of their willingness to participate. The interview data were transcribed and analyzed applying various stages of coding employing software called Open Code 4. Content analysis was applied to analyze reflective journal entry data. The quantitative data were analyzed using descriptive statistics applying SPSS version 24. The results revealed that the surveyed instructors have good theoretical understanding on the basic concepts of reflection in teaching. However, classroom observation and journal entry data affirmed that there existed a gap between instructors’ theoretical understanding and their application of reflective teaching. The study divulged that the instructors were found at a lower level of reflectivity regardless of the superficial understanding they hold about reflective practice.