Exploring the Relationship Between Teacher Reflective Practices and Student Engagement in ESL Classrooms
DOI :
https://doi.org/10.69760/aghel.0250040001Mots-clés :
Teacher Reflective Practice, Student Engagement, ESL Secondary EducationRésumé
This study explores the impact of teacher reflective practice on student engagement in secondary-level ESL classrooms in Nakhchivan. Rooted in Schön’s reflective teaching model, the research investigates whether reflection frequency and depth correlate with cognitive, emotional, and behavioral aspects of engagement. Using a mixed-methods design, 20 ESL teachers were split into reflective (journaling and group reflection) and control groups. Engagement levels of 240 students (ages 13–16) were assessed via surveys and observations. Results show significant positive correlations between teacher reflection and student engagement (r = 0.68 for frequency; r = 0.61 for depth, p < .01). Reflective teachers’ students reported higher motivation and participation (mean score 4.28 vs. 3.13). Qualitative findings linked reflection to more empathetic teaching, adaptive methods, and a greater student voice. This highlights the value of structured reflection in enhancing ESL learning experiences.
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