AN ANALYSIS OF DIVERSE REFLECTIVE TECHNIQUES EMPLOYED BY EDUCATORS IN ENGLISH LANGUAGE INSTRUCTION: A SURVEY OF GRADUATE STUDENTS.

Since the beginning of the twentieth century, language teachers have sought methods to guarantee better classroom outcomes. Several methods were used, the most of which were used in the first fifty years of the century. In the end, a few of committed linguists sought more substantive results by going beyond conventional methods of training. Reflective teaching (RT) is a method that some language teachers have used. Teachers are expected to constantly observe and evaluate themselves in order to fully grasp their own classroom actions and make necessary modifications. This is a key component of RT. Reflective practice (RT) occurs when educators evaluate their own pedagogical choices in the classroom and use that evaluation to collect and analyse descriptive data that may show where they may make improvements. Educators' increased professionalism and classroom flexibility as a result of RT. The research team behind this project set out to document RT's role in language education. [ABSTRACT FROM AUTHOR]