An Exploration of Secondary School English Language Teachers Reflective Teaching Practices, Techniques and Challenges

Abstract

The purpose of this study was to explore secondary school English language teachers’ reflective teaching practices, techniques, and challenges in Bishoftu Town, Oromia Regional State, Ethiopia. A descriptive cross-sectional case study using mixed research methods (quantitative and qualitative) is the design of this study. Primary data were collected from 43 English teachers and 6 English department heads, selected through comprehensive and purposive sampling, respectively. Data collection methods included questionnaires and semi-structured interviews. Quantitative data were analyzed using SPSS version 20, employing frequencies, percentages, and mean scores. Qualitative data were analyzed using thematic content analysis. The results revealed that the majority of English teachers had low engagement in reflective teaching and rarely used techniques such as audio-video recording, journal writing, and peer observation, while completely neglecting student feedback. The main challenges identified were lack of knowledge, skills, and experience; lack of institutional support and commitment; and absence of clear guidelines. The study recommends institutional commitment to reinforce and design tailor-made training based on clear guidelines at regional and national levels.