Exploring the Impediments on the Application of Reflective Teaching in EFL Paragraph Writing Classes

Autor/inn/en	Fonkamo, Dutamo; Zeru, Assefa
Titel	Exploring the Impediments on the Application of Reflective Teaching in EFL Paragraph Writing Classes
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2109648 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2109648
Schlagwörter	Reflective Teaching; Writing Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Writing Skills; Barriers; Teacher Attitudes; Student Attitudes; Language Teachers; Majors (Students); Undergraduate Students; Remedial Instruction; Foreign Countries; Teacher Education Programs; Ethiopia + Suchen Sie Ihr Suchwort? Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit; Lehrerverhalten; Schülerverhalten; Language teacher; Sprachunterricht; Förderkurs; Ausland; Äthiopien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01