Teaching English language is a challenging task for p rimary school teachers. Teachers need to plan their lesson to match all levels of students in one class as there is no streaming classes allowed. This study exp lored how reflection-for-action to be used by the English language teachers at primary schools in Northern state of Peninsular Malaysia in planning their teaching starting fro m choosing lesson objectives, planning the activities and preparing the materials. Hence, this study also gathered another relevance data on principles, benefits, changes and stages of reflection which led the teachers to use reflection-before-action in teaching English language. There were six part icipants involved in this study, three of them were male. The part icipants were experienced teachers who teach English language at primary schools with more than eighteen years teaching experience. This study used semi-structured interviews to co llect the data. The researchers used thematic analysis to analyze the data. The findings revealed that reflection-fo r-action was very helpful to help the teachers to plan a meaningful lesson, to improve their teaching and to maximize their students' learning and knowledge of the target language. After applying reflection-for-action, the English language teachers managed to plan specific teaching activit ies to deliver specific skills in English language classroom to suit their teaching and learn ing contexts. Therefore, the four main themes found in this study contribute a recommendation for the teachers to learn and to use reflection-for-action dynamically to plan a meaningful lesson for mult iple intelligence students in the classroom. Hence, the findings also found that teachers need to apply theory in practice to plan and reason their lesson plan arrangements to fulfil the nature of teaching and learning process which needs them to attain the skills, objectives, knowledge, experiences, subject to be taught and the materials to be learned in the current teaching and learning context.

<span>The purpose of this study was to explore the use of reflective practice by English language teachers in providing effective English language teaching in primary school classrooms. This qualitative case study involving six in-service English language teachers who were selected based on purposive sampling. The data in this study were collected using teachers’ reflection logs and a series of semi-structured interviews with the English language teachers. Thematic analysis was used to identify emerging themes based on the codes gathered from the interviews and teachers’ reflections logs. The results showed that the English language teachers used reflective practice erstwhile in preparing and providing effective English language teaching for the students. They reviewed what has been accomplished and identify constructive guidelines to follow to succeed in the future teaching. They have also been doing variations of changes in teaching based on reflecting on the quality of instruction, levels of instruction, using incentive to motivate the students and managing time equally in teaching and learning process to help the children in learning English language. Since there is no clear guideline for teachers who use reflective practice in their classes, this study provided some insights on the preparations and the use of reflective practice as part of their teaching and learning process.</span>

While the importance of reflective writing is widely acknowledged worldwide, the lack of exposure to systematic reflective models to enhance reflexivity is a major concern among in-service teachers in many developing countries. This paper presents a qualitative case study that aimed to explore the elements reflected by a group of English as a Second Language in-service teachers through their reflective writing. Specifically, it explored how the in-service teachers wrote reflections before Gibb’s reflective model was introduced to them as well as examined to what extent the systematic model managed to help them write better reflections. This study contributed to the body of knowledge on reflective writing among in-service teachers. Gibbs’ reflective model was introduced as a systematic framework to guide their reflective writing for eight weeks. Multiple methods such as semi-structured interviews, reflection logs and field notes were collected and thematically analysed. The findings indicated that the teachers managed to write better reflections on their teaching after using the model. The teachers reported that Gibb’s reflective model provided clearer guidelines for writing reflection, minimized difficulties in the evaluation and analysis of their teaching, and provided a space for thinking about their action plans. Gibbs’s reflective model can be used as a tool to enhance ESL teachers’ reflexivity and professional development.

Findings from TESOL Inner Circle English-speakers nations were used to evaluate how much autonomy English teachers have in their classrooms for special education. As part of its observations of the conflicts felt by these teachers as they sought more autonomy after returning home, this research employed surveys, Observations of classrooms and semi-structured in-depth interviews. Numerous parties working to help Non-Internal TESOL teachers who participated in Inner Circle settings would benefit greatly from this study.

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