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 betterclassroom outcomes. Although several methods were used, the first fifty years of the century saw theirgreatest use. The search of more substantive results led a small but devoted group of linguists to finallyseek beyond standard educational methodologies. For instance, what is now known as reflectiveteaching (RT) was used by a number of language professors. Regular teacher self-observation andassessment is essential to RT since it ensures that teachers are aware of their own classroom practicesand may make adjustments as needed.