The Effectiveness of Reflective Teaching Practices in Enhancing Teacher-Student Interactions in TEFL Contexts

Abstract

Genuine approaches to teaching practices are now deemed a valuable tool of education especially in TEFL. The purpose of this particular work was to contemplate the influence of reflection on teachers’ communication with students as well as students’ interest. The study used cross-sectional pretest-posttest control group design where sixty TEFL teachers were randomly assigned to either the experimental group who followed the professional development training on reflective practices or the control group, who followed traditional practice. The data collected quantitatively was got through the Classroom Assessment Scoring System (CLASS) and the Student Engagement Instrument (SEI). The findings pointed out meaningful increases in the quantity and quality of interaction in the experimental group as well as the level of student engagement with large es in place. These conclusions prove that reflective practices let teachers use different approaches, give individual feedbacks, and facilitate students’ effective learning without discriminating them. It is hoped that institutional backing will help maintain reflective practice and future research should examine the longitudinal impact of reflection on educational practices.