EFL Teachers’ Development of Reflective Practice Through Knowledge Sharing in a Reflective Focus Group

Abstract

Development in any educational system highly depends on teachers’ qualities. Among other qualities, one of the much-needed teachers’ qualities is reflection. As such, the present study examined EFL (English as a foreign language) teachers’ perceptions towards knowledge sharing in a reflective focus group and the improvement of their reflective practice through knowledge sharing in a focus group. In addition, the study sought the benefits and challenges to knowledge sharing in a reflective focus group. The results indicated that the participants did not have a positive attitude towards knowledge sharing. Furthermore, it was also revealed that the focus group platform could enable teachers to improve their reflective practice. Among other factors, receiving constructive feedback, and recognizing the possible relationship between theory and practice were benefits of reflective practice through knowledge sharing. Regarding the barriers to using reflective focus group, various inhibitors were reported by the teachers, including personal, institutional, and educational. The implications of the study are also presented.

Escalating EFL Collaborative Writing Culture through the Use of Google Docs

“…Thus, other entrusted writing learning counterparts should be more cautious while attempting to address their specifically written feedback by ascertaining that their imparted feedback is constructive for the betterment of their partners' writing skills improvements. The above-alluded advice is consistent with the finding of Farahian et al (2023) unfolding that a predominant number of Iranian university EFL learners have successfully conducted more meaningful, efficient, and proper writing revisions toward their designated writing compositions after being constantly supported by their classmates' positive writing feedback. For struggling, taciturn, and passive EFL writers, the continual usage of Google Docs can potentially set up a more solid writing learning networking and intelligible online discussions while being bombarded with a vast variety of taxing writing learning obstructions.…”

Transmitting Reflective Teaching Practice Into Indonesian Efl Educators’ Professional Journeys

“…This crucial reflective teaching value agrees with Cirocki and Farrell (2019), emphasizing the critical importance for EFL educators to become more lifelong knowledge discoverers throughout their professional careers in which they can release better-facilitated language learning processes for the learners to develop the desired target language proficiency to the utmost potential. In agreement with the above-elucidated conceptions, there are six principles of becoming reflective practitioners as proposed by Farahian and Parhamnia (2020), namely, embracing their true calling as lifelong learners, consistently instilling a higher sense of motivation to learn various beneficial things that matter most for their professional careers, knowing their selfidentity as qualified educators, committedly attempting to promote high-quality educational enterprises for diverse learners, efficiently using a vast range of learning approaches to cater to their learners' particular learning needs, and critically evaluating their previous teaching-learning enterprises to better locate effective solutions in conducting better-quality learning processes in future events.…”

استخدام التشارك المعرفي الإلكتروني لتنمية الكفايات التدريسية لدى معلمي اللغة الإنجليزية كلغة أجنبية

“…As a result, investing in highly qualified teachers is one of any nation's most crucial investments (Akhmetova, Kim, & Harnisch, 2014). Teachers' abilities play a critical role in every educational system's development (Farahian & Parhamnia, 2020).…”