AN INVESTIGATION INTO ENGLISH LANGUAGE INSTRUCTORS’ PRACTICES OF IMPLEMENTING A REFLECTIVE TEACHING STRATEGY IN EFI CLASSROOMS: A MIXED STUDY AT HIGHER EDUCATION

Abstract

This study investigates the reflective teaching practices of English language instructors in EFL classrooms at selected universities in the South Ethiopia Region. A descriptive survey design was employed, utilizing a sequential mixed-methods approach that was predominantly quantitative, with qualitative data used for triangulation. Data were collected from 110 instructors via questionnaire, analyzed using descriptive statistics with SPSS version 20, and from 10 instructors through classroom observations, analyzed thematically. The findings indicate significant deficiencies in the implementation of reflective teaching strategies. Instructors demonstrated a lack of engagement in key reflective practices, including asking for feedback from colleagues and students, recording classroom performances, maintaining teaching diaries, conducting action research, and promoting active learning. Therefore, the study concludes that the practices of implementing a reflective teaching strategy in these EFL contexts are markedly inadequate. It is recommended that English language teachers, higher education institutions, the Ministry of Education, and other stakeholders collaborate to enhance instructors' reflective teaching practice in EFL contexts.