Exploring the impediments on the application of reflective teaching in EFL paragraph writing classes

Abstract

Many theoretical and practical impediments prevent the full implementation of reflective teaching in English as a Foreign Language academic setting. This study aimed to explore potential impediments on the application of reflective teaching in English as a Foreign Language paragraph writing class. The qualitative design was used to describe the in-depth study of teachers’ and students’ challenges in employing reflective teaching when teaching paragraph writing. The total populations of the study were second year English major students. Of which 10 students to carry out interview and 6 students to have Focus Group Discussion were selected by purposive sampling. From 13 English teachers, one English teacher was selected by convenient sampling to easily access data from his journal writing and interview. Two other English teachers were selected by the same sampling technique to have classroom observations and provide peer feedbacks to another English teacher on students’ paragraph writing classes. The data gathered were subjected to thematic analysis. The findings disclosed that administrational, egocentric, reflective teaching, and paragraph writing impediments deemed to be hindrances for teachers and students for effective application of reflective teaching in EFL paragraph writing classes. On the basis of the findings, researchers concluded that reflective teaching could have potential impediments such that English teachers and students couldn’t appropriately implement it in EFL paragraph writing classes securely.

Keywords

• reflective teaching
• paragraph writing
• impediments