Reflective Teaching and Language Teacher Education Programmes: A Milestone in Yemen and Saudi Arabia

Abstract

A language teacher faces constantly diverse class-room situations; he tries to adopt appropriate theory of learning, approach, technology, and tools and aids to create understanding in context. In doing so, he draws upon his experience and peer-experience to resolve problems and issues through the process of reflection. He takes help of research results, and does research work, sources specialist literature or undergoes need-based trainingnot once but repeatedly to develop competence to cope with class-room situations and remove social or psychological barriers, more particularly in the case of second or foreign language teaching. In reflective practice, the teacher summons all his faculties, experiences and appropriate theory to practise in the classroom. A language-teacher observes his students' reactions and reflects on the results after responding to such learning behaviour of the students. Following the reflection, the teacher decides to adapt or modify the theory chosen earlier. A classroom is like a laboratory where a teacher relates teaching theory to teaching practice and observes the students' responses. This paper is an attempt to give focus to the importance of reflective teaching in general with special reference to Language Teacher Education Programmes in Yemen and Kingdom of Saudi Arabia as well as check the teachers' awareness of reflective teaching. 50 teachers of English from both the countries were surveyed and interviewed for the purpose.

Level of Reflective Practice amongst Saudi Female Postgraduate Students at KSU

“…Reflective practice is a deliberate way of thinking about experiences: to learn from mistakes, to identify skills and strengths and to develop options and actions for change and future success (Al-Ahdal, 2014). In fact, reflective Practice is more than recording training for continuing professional development.…”

Incorporating reading strategies for EFL undergraduate learners in Saudi Arabia: A think-aloud study

“…The studies of reading strategies spread over many dimensions (Al-Mekhlafi, 2018;Bagci & Unveren, 2020;Deliany & Cahyono, 2020;Deliany & Cahyono, 2020;Suraprajit, 2019;Wahyono, 2019;Al-Ahdal & Al-Awaid, 2014). Wahyono (2019) explored the correlations between reading strategies and reading comprehension while Deliany and Cahyono (2020) investigated EFL students' use of metacognitive reading strategies.…”

Incorporating reading strategies for EFL undergraduate learners in Saudi Arabia: A think-aloud study

“…The studies of reading strategies spread over many dimensions (Al-Mekhlafi, 2018;Bagci & Unveren, 2020;Deliany & Cahyono, 2020;Deliany & Cahyono, 2020;Suraprajit, 2019;Wahyono, 2019;Al-Ahdal & Al-Awaid, 2014).…”

“…The studies of reading strategies spread over many dimensions ( Al-Mekhlafi, 2018 ; Bagci & Unveren, 2020 ; Deliany & Cahyono, 2020 ; Deliany & Cahyono, 2020 ; Suraprajit, 2019 ; Wahyono, 2019 ; Al-Ahdal & Al-Awaid, 2014 ). Wahyono (2019) explored the correlations between reading strategies and reading comprehension while Deliany and Cahyono (2020) investigated EFL students’ use of metacognitive reading strategies.…”