Reflective Teaching in the Armenian EFL Context

Abstract

This study is a qualitative research which aims at finding out the extent to which most EFL teachers reflect on their teaching practice; particularly the aspects of their teaching practice that those teachers focus on while reflecting. Moreover, the study seeks to reveal the ways that reflections impact on EFL teachers’ professional development. This study was conducted in an afterschool English program (AEP) and in two primary schools, one in Echmiadzin and one in Yerevan. The qualitative data was collected through 15-16 classroom observations, 6 EFL teachers’ reflection journals and follow-up semi-structured interviews. The results of the study disclosed that most EFL teachers were reflective practitioners, who preferred oral discussions to keeping reflection journals. Another finding of the study showed that EFL teachers had six common preferred categories to be analyzed in their reflection journals. Finally, the findings revealed that reflections had positive impact on the majority of EFL teachers’ professional development.