A STUDY TO LOOK AT DIFFERENT REFLECTIVE TEACHING METHODS USED BY TEACHERS OF ENGLISH: A SURVEY OF GRADUATE STUDENTS

Abstract

In the classroom, a language teacher is always faced with new obstacles, and as a consequence, he seeks to adopt the most appropriate theory of learning, strategy, technology, tools, and aids in order to encourage contextualized understanding in his students. By doing so, he is able to address challenges and issues via the process of reflection, drawing from both his own experience and the experience of his peers. This enables him to draw on his own experience as well as the experience of his peers. He does this not just once, but numerous times in order to establish the competence required to cope with classroom settings and eliminate social or psychological obstacles, especially in the case of teaching a second or foreign language. Specifically, he does this in order to teach a foreign language. In order to do this, he makes use of the findings of the study as a guide, in addition to performing his own research, discovering specialized literature, or completing training that is centered on the requirements of the job. When a teacher participates in reflective practice, they bring the whole of their knowledge, skills, and experiences as well as any applicable theoretical frameworks into the classroom with them. The replies of the students in a language teacher's class will be monitored, and then the teacher will reflect on the results after offering feedback in response to the students' actions as they learn the language. Following the introspection, the teacher arrives to the realization that the theory that was chosen before will need some kind of alteration or modification and reaches to this decision. Because a classroom is where teaching theory is put into practice, it may be compared to a laboratory in this sense. At the same time that a teacher is monitoring the responses of their students, they are also gathering data. This study is an attempt to raise attention to the value of reflective teaching in general, with special reference to Language Teacher Education Programmes in Yemen and the Kingdom of Saudi Arabia. The research was carried out in Yemen and the Kingdom of Saudi Arabia. In addition to this, it examines whether or not teachers are familiar with the idea of reflective teaching. In order to realize this objective, a questionnaire and a series of interviews were carried out with fifty English teachers from both countries.