THE ANALYSIS OF DIFFERENT REFLECTIVE PRACTICES IN ENGLISH LANGUAGE TEACHING: A SURVEY OF GRADUATE STUDENTS.

Educators of foreign languages have, since the early 1900s, sought methods to guarantee better classroom outcomes. Although several methods were used, the first fifty years of the century saw their greatest use. The search of more substantive results led a small but devoted group of linguists to finally seek beyond standard educational methodologies. For instance, what is now known as reflective teaching (RT) was used by a number of language professors. Regular teacher self-observation and assessment is essential to RT since it ensures that teachers are aware of their own classroom practices and may make adjustments as needed. When educators reflect on their own teaching methods and gather descriptive data that might show where they can make improvements, they are engaging in reflective practice (RT). Increased flexibility in the classroom and greater professionalism among teachers are two outcomes of RT. This research aims to provide a description of RT's application in language classrooms. [ABSTRACT FROM AUTHOR]