Reflective Practice as a Professional Development Tool: Insights From EFL Teachers in Saudi Higher Education

Reflective Practice (RP) is widely recognised as one of the most prominent professional features that distinguishes a successful teacher. However, RP is a multifaceted concept for which even field scholars lack a unified definition of its procedures and meaning, potentially impacting practitioners’ perceptions and effective implementation. This exploratory study investigates how English as a Foreign Language (EFL) instructors in Saudi higher education perceive, understand, and use Reflective Practice (RP) for Professional Development (PD), using an exploratory sequential mixed-methods design. Qualitative data from semi-structured interviews with eight EFL instructors were subjected to thematic analysis, which was followed and complemented by quantitative data from the survey of 101 EFL instructors. Findings indicated that although instructors report positive perceptions of RP as professional development and awareness of its core principles, tools, and procedures, this knowledge rarely translates into systematic implementation. The study recommends cultivating an RP culture and promoting reflective communities among EFL instructors by implementing consistent, well-structured PD programs within Saudi institutions.