Integrating Reflective Learning into TEFL at the Secondary Stage in KSA
Mohammad Ahmed Hussein El-Ghamry, Kingdom of Saudi Arabia
Mohammad Ahmed Hussein El-Ghamry is an EFL Student at King Abdullah Secondary School in Bisha, Kingom of Saudi Arabia.
E-mail: a.lghmary2009@hotmail.com
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Abstract
Introduction
Problem of the study
Purposes of the study
Significance of the study
Limitations of the study
Definition of terms
Review of literature
Collecting descriptive data
Analyzing the collected data
Considering how the situation or activity could have been different
Creating a plan incorporating new insights
Reflection techniques
Tools for reflective learning
Conclusions
Implications for EFL teachers and learners
References
Over the last years, many researchers and educators have investigated the effect of reflective teaching on teacher development. However, little research has addressed the issue of reflective learning in Teaching English as a Foreign Language (TEFL) and the role of EFL learners in the reflective process. The present study sought to identify the reflective learning skills which EFL learners should acquire at the secondary stage. It attempted also to suggest some reflective learning techniques to be applied by EFL learners at the secondary stage in Saudi Arabia. In addition, it aimed to provide some tools to be used by EFL reflective learners.
EFL teachers and educators have realized that learner-centered education is a key factor in educational change and school improvement. EFL teachers do not simply teach their courses. They interpret and transform the courses in a way which makes student learning more manageable. That is why Richards and Renandya (2002: 385) state that "it is what teachers think and do at the classroom level that eventually determines what learners learn in the classroom". Given the key role of EFL learners in the classroom, it is vital that learner autonomous academic improvement becomes a top priority.
Accordingly, the field of English language teaching has witnessed an increasing interest in reflective learning as a crucial factor in learner academic development (Brockbank and McGill: 1998; Moon:1999a;Cohen et al. :2007).
Reflective learning enables learners to probe inwards both within themselves and within the courses prescribed to them to "access information and inspiration about their efforts in the classroom” (Murphy, 2001:499). In addition, it helps them "move from a level where they may be guided largely by impulse, intuition or routine, to a level where their actions are guided by reflection and critical thinking" (Farrell, 1998:10). Thus, reflective learning enables EFL learners to think critically about their successes and failures in a realistic context.
The reflective approach to teaching and learning English as a foreign language is a recent trend which considers learner development as arising from within. It is adopted by learners who seek to observe their own learning, collect data about their learning practices and use the collected data as a basis for self-inquiry, self-evaluation and ultimately learning development. Hence, it is important for EFL learners to adopt reflective learning techniques which will enable them to incorporate their own prior linguistic knowledge into their specific learning contexts. However, reflective learning is not among the learning techniques included in the English language courses at the secondary stage in Saudi Arabia. Specifically, the present study attempted to answer these questions:
- What are the reflective learning skills needed by EFL learners at the secondary stage?
- What is the reflection technique which EFL learners can use in the reflective process?
- What are the reflective learning tools needed by EFL learners at the secondary stage ?
The primary focus of this study was to identify the reflective learning skills which EFL learners should acquire at the secondary stage. A secondary purpose of the study was to suggest some reflective learning techniques to be applied by EFL learners at the secondary stage. In addition, it aimed to provide some tools to be used by EFL reflective learners for reflection and data collection.
This study was hoped to identify the reflective learning skills which EFL learners should acquire at the secondary stage. It was also give insights into how to help EFL learners adopt reflective learning techniques. In addition it was also expected to provide EFL teachers and learners with reflection tools which can be used by learners for reflection and data collection.
The present study is limited to:
- third-year secondary-stage EFL learners in Bisha, kingdom of Saudi Arabia.
- four types of reflection: technical rationality, reflection-in-action, reflection-on-action and reflection-for-action.
Some terms were repeatedly used in this study. The definition of these is presented below.
Reflective learning
It is a process in which learners look at what they do while learning activity, think about why they do it and think about if it works.
Reflection
In this study, the term "reflection" means a process in which EFL learners collect data about their own learning performance and use the collected information as a basis for critical reflection.
This section deals with reflection, the reflective process, reflection techniques and tools for reflective learning.
Reflection
Review of literature reveals that there is a considerable body of literature devoted to the area of reflection, yet the term “reflection” can be defined in various ways. While Richards and Lockhart (1996:1) define reflection as an approach to second or foreign language teaching in which "current and prospective teachers collect data about teaching, examine their attitudes, beliefs, assumptions and teaching practices and use the information obtained as a basis for critical reflection about their efforts in language courses”, Farrell (1998:11) sees it as "a response to a past experience and involves conscious recall and examination of the experience as a basis for evaluation and decision making and as a source for planning and action". Thus, it is a process in which learners look at what they do in the learning activity, think about why they do it and think about if it works.
In this study, reflection is defined as a process in which EFL learners collect data about their own learning performance and use the collected information as a basis for critical reflection.
The reflective process
In the reflective process, learners engage in self-observation and self-evaluation in order to address specific problems or questions or just to observe and improve their learning practices on an ongoing basis. As for the first research question "What are the reflective learning skills needed by EFL learners at the secondary stage?", Florez (2001:2) provides four main skills which are integral to the reflective process.
Reflective learners need detailed information on learning experiences, attitudes and performance. This can be accomplished through the data collection instruments they choose. Tice (1999:12-13) suggests four ways of gathering information: learner diary, peer observation, recording learning activities and peer feedback.
After collecting data, learners analyze them in terms of learning objectives, strengths, weaknesses and consequences. A number of questions may be asked: what are my learning objectives?, what objectives did I actually achieve? What were the most effective parts of my learning performance? What were the least effective parts? Would I do anything differently if I undergo the same learning experience again?
Whether thinking about the data at the moment or in retrospect, learners need to alter the decisions and practices which turned out to be ineffective. Considering the way other peers address similar situations, creating alternatives and asking “What if” questions can broaden learners’ understanding of the information they have collected.
Since reflective learning is not conducted for its own sake, learners have to link the new insights they have gained from the reflective process to the changes they will make in their forthcoming learning. Thus, learners should incorporate their new insights into their ongoing planning for future learning activities, observe the effect and continue the reflective cycle.
As for the second research question "What are the reflection techniques which EFL learners can use in the reflective process?", Farrell (1998: 10-13) and Freese (1999: 2) suggest four techniques to be used for learner reflection.
Technical rationality
This type is concerned with examining the learner performance after the activity or class. The focus is on effective skills use. Beginning reflective learners should be encouraged to start their reflective practice in controlled situations with immediate feedback from their teachers or peers.
Reflection-in Action (Contemporaneous Reflection)
In this type learners think about what they are doing during in the assigned tasks as they are doing them. They think critically about the tasks and revise their performance.
Reflection- on-Action (Retrospective Reflection)
In this type, reflective learners think back on the task events to examine what and how they have learned and reach conclusions that lead to further learning. In addition, they find out how their spontaneous reactions may have led to unexpected consequences.
Reflection- for- Action (Anticipatory Reflection)
Learning from previous reflections is used proactively to plan for future learning experiences. This type is the desired outcome of reflection-in-action and reflection-on-action. Accordingly, learners reflect on their learning practices, not so much to revisit the past, but to guide future performance.
Various tools can be used to access different sorts of information which enable reflective learners to manage and improve their learning. Concerning the third research question "What are the reflective learning tools needed by EFL learners at the secondary stage? ",Richards and Lockhart (1996: 6-28) and Mynard( 2007:1 ) identify a number of tools which can be used for learner reflection: learner blogs, journals, task reports, observation, surveys and questionnaires, audio and video recordings and action research.
Learner blogs
According to Mynard (2007:1),a blog (or web log) is a kind of online diary that has proved to be a beneficial reflective tool for language learners for a number of reasons. Blogs help learners practice authentic writing. They also provide an opportunity to recycle language learned in class (Pinkman, 2005:12). They are seen an alternative way of communicating with teachers and peers. In addition, they help learners develop audience awareness. Moreover, they create a collaborative class environment.
Learner journals
A journal is a learner’s written or recorded account of learning experiences. Journals are kept for two purposes:
- Routine and conscious actions as well critical events are recorded for later reflection.
- The process of writing journals is a good means of triggering insights about learning.
Keeping journals can be done individually or collectively when two or more learners share their journals and meet to discuss them on a regular basis.
Task reports
A task report is a written account of the main features of the task. It enables learners to monitor what happened during the task, how much time was spent on the task and the extent to which learners benefited from the task.
Task reports can be prepared by a learner or a group of learners who meet to share ideas about their learning performance.
Observation
Observation is a good tool for collecting information about student learning rather than a way for evaluating learners. Therefore, to make the observation more effective, the observer should not engage with evaluating a learner. In the present study, two types of observation were suggested: self-observation in which each learner uses the observation checklist to collect data about his learning performance and peer observation in which other peers observe a colleague’s performance during a specific task using the observation checklist. To make the observation more positive, the observers’ function should be limited to that of collecting information for later group reflection.
Audio or video recordings of lessons
The audio-visual recordings provide a full account of the learning activities. In addition, they allow learners to focus on specific learning practices. Moreover, the recording can be replayed and examined many times. However, the audio- visual recordings have limitations. For example, recording devices may be disruptive and they often have a limited range.
Surveys and questionnaires
These are useful tools for collecting information about learners’ beliefs, attitudes, motivation, preferences and other affective dimensions of learning English as a foreign language. The advantage of these two tools is that they provide a large amount of information relatively quickly.
Action research
Teachers often undertake a self-study process to deepen their understanding of what happens in the classroom and to improve their learning skills. Action research includes a number of stages that always recur in cycles: Planning for learning, learning, observation and reflection.
Over the past few years, reflective learning has witnessed an increasing interest in the field of teaching/learning English as a foreign language. Reflective learning is an approach which shifts learners away from dependency on external sources for improving their learning and finding solutions to their learning problems towards self-reliance and academic development.
The present study attempted to find answers to these three questions: 1. What are the reflective learning skills needed by EFL learners at the secondary stage?,2. What is the reflection technique which EFL learners can use in the reflective process? and 3. What are the reflective learning tools needed by EFL learners at the secondary stage?
As for the first research question "What are the reflective learning skills needed by EFL learners at the secondary stage?", four main skills were identified. These are: collecting descriptive data, analyzing the collected data, considering how the situation or activity could have been different and creating a plan incorporating new insights.
As for the second research question "What are the reflection techniques which EFL learners can use in the reflective process?", four techniques were suggested for learner reflection. These are: technical rationality, reflection-in action (contemporaneous reflection), reflection-on-action (retrospective reflection) and reflection- for- action (anticipatory reflection).
Concerning the third research question "What are the reflective learning tools needed by EFL learners at the secondary stage? ", the following tools were proposed for learner reflection: learner blogs, journals, task reports, observation, surveys and questionnaires, audio and video recordings and action research.
- EFL teachers should integrate reflective learning into their teaching practices.
- EFL teachers should enhance learners' awareness of the importance of reflective learning.
- EFL teachers should train learners to use the suggested reflective learning techniques.
- EFL teachers should encourage learners to adopt the reflective learning tools they prefer.
Brockbank, A; McGill, I. (1998) Facilitating Reflective Learning in Higher Education. London: Society for Research into Higher Education, Ltd.
Cohen, A. M., Ritter, F. E., and Haynes, S. R. (2007). Using reflective learning to master opponent strategy in competitive environments. In Proceedings of the International Conference on Cognitive Modeling, 157-162. Oxford, UK: Taylor and FrancisPsychology Press.
Farrell, T. (1998) Reflective Teaching. Forum, 36, 4, PP.10-17.(Available at http://exchanges).
Florez, M. (2001): Reflective Teaching Practice in Adult ESL Setting. Washington, DC: National Center for ESL Literacy Education (ED No. 451733).
Freese, A. (1999): Reflective Teaching. Colorado State University. Teaching and Learning (Fall).
Moon, J (1999a). Reflection in Learning and Professional Development, Theory and Practice. London: Kogan Page.
Murphy, J. (2001): Reflective Teaching in ELT. In Teaching English as a Second or Foreign Language. (ed) M. Celce- Murcia United States Heinel and Heinle. PP. 499-413.
Mynard,J. A blog as a Tool for Reflection for English Language Learners. The Asian EFL Journal, 9 (4), pp1-10
Pinkman, K. (2005). Using blogs in the foreign classroom:Encouraging learner independence. JALT CALL Journal, 1(1), 12-24.
Richards, S. and Lockhart, C. (1996): Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University press.
Richards, J. Renandya, W (2002): Methodology in Language Teaching : An Anthology of current practice. Cambridge: Cambridge University Press.
Tice, J. (1999): Reflective Teaching : Exploring our own Classroom Practice. Colorado State University. Center for Teacher Learning (Fall).
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