Enhancing EFL Outcomes Through Reflective Teaching Experiences From Public And Private Universities Of Bangladesh

Abstract

This study explores the impact of reflective teaching experiences on English as a Foreign Language (EFL) outcomes in Bangladesh, focusing on instructors from both private and public universities. Through a mixed-methods approach encompassing surveys, interviews, and classroom observations, the research investigates the engagement in reflective practices, perceived effectiveness, and associated themes among EFL educators. Findings reveal varying levels of engagement across institutions, with private universities generally demonstrating higher levels of involvement compared to public counterparts. However, the perceived effectiveness of reflective practices varies, underscoring the need for tailored interventions. Thematic analyses highlight recurring themes such as the benefits of reflection, encountered challenges, institutional support, and cultural considerations. These insights inform the development of targeted strategies to foster a culture of reflection in EFL instruction, with implications for enhancing pedagogical effectiveness and student learning outcomes in Bangladesh and beyond.