English Language Instructors’ Beliefs about Implementing Reflective Teaching Strategy in EFL Instructions: A Mixed Method Research

Abstract

This study looked at the beliefs of English language instructors regarding the implementation of a reflective teaching strategy in EFL instruction with a focus on Wachemo University. The research design employed was a descriptive survey, which served as an explanation of the current trends in the study area. The study, which is primarily quantitative, used a mixed-methods approach and triangulated using qualitative data. For collecting questionnaire data, 33 study participants were chosen using the comprehensive sampling technique. Five Wachemo University instructors were purposefully selected to participate in semi-structured interviews. With SPPS version 20, descriptive statistics were used to conduct a quantitative analysis of the data collected through the questionnaire. Besides, thematic analysis was also performed on semi-structured interview data. The results of the study showed that while most university-level EFL instructors have positive beliefs about implementing a reflective teaching strategy in EFL instruction for the betterment of teaching skills, they perform practically poor due to various difficulties they run into when putting it into practice in EFL classrooms. Lastly, recommendations were forwarded in light of the scholarly debates and the study's findings. There is an avenue for future researchers to include several studies with a significant number of participants, and additional tools of data gathering to provide more information about the roles of EFL instructors’ beliefs about implementing a reflective teaching strategy in improving their actual classroom practices to ELT skills of EFL teachers at university level.