A STUDY TO ANALYSE VARIOUS REFLECTIVE TECHNIQUES IN THE TEACHING OF ENGLISH LANGUAGE BY TEACHERS: A SURVEY ON GRADUATE STUDENTS

Abstract

Language educators have been looking for techniques to ensure improved results in the classroom since the turn of the 20th century. A variety of approaches were utilized, but they were most prevalent in the first half of the century. A small but dedicated group of linguists eventually looked beyond traditional instructional approaches in pursuit of more substantial outcomes. Some language instructors, for example, adopted a strategy now known as reflective teaching (RT). To guarantee that instructors understand their own activities in the classroom and can make improvements when appropriate, RT calls for continuous self-observation and self-evaluation on the part of educators. Teachers engage in RT when they take stock of their own practices in the classroom and use that reflection to amass and examine descriptive data that might reveal areas for improvement. Professionalism among educators and more adaptability in the classroom as a consequence of RT. The purpose of this study is to describe the use of RT in language classes.