Exploring the Relationship Between ESP Teachers’ Reflective Practices and Their Impact on Their Course-Related Instructional Decisions

Background/purpose. This research examines the relationship between the reflective practices teachers adopt while engaging in their ESP teaching experiences and their impact on their course-related actions and decisions. Materials/methods. A single case study approach was adopted in the current study, in which the reflections of one ESP teacher were thoroughly analysed to explore whether and how teachers' documentation of their thoughts, feelings, reactions and attitudes towards different aspects of the course can contribute to raising their awareness of these cognitive and emotional aspects and whether these factors have an impact on the course trajectory. The teacher participant wrote daily reflective journal posts to provide qualitative reflections before and after each lesson. A thorough document analysis was also conducted, alongside a follow-up interview to elaborate on some critical issues arising from the information documented in the journal. Results. The research uncovers some substantial implications related to the value of reflective practices in broadening teachers’ cognitive and practical horizons by enabling them to be aware of their beliefs, interrogate them, and challenge them to find practical solutions for potential obstacles. Conclusion. The research also highlights the importance of recognising reflective practices as a core aspect in preservice and in-service teaching education programs, especially in the domain of ESP, where language and disciplinary knowledge intersect.