REFLECTIVE TEACHING PRACTICE IN AN EFL LISTENING CLASS: LESSONS LEARNED FROM CLASSROOM EXPERIENCE
DOI:
https://doi.org/10.31004/joecy.v6i2.11298Keywords:
reflective teaching, EFL listening, listening pedagogy, teacher reflection, narrative inquiry, listening strategiesAbstract
Listening remains one of the most challenging yet underexplored skills in English as a Foreign Language (EFL) instruction, particularly in relation to teachers’ reflective pedagogical practices. While previous studies have primarily focused on learners’ listening strategies and metacognitive awareness, limited research has examined how teachers employ reflective teaching to adapt listening instruction in real classroom contexts. This study investigates how reflective teaching practices influence instructional decision-making and listening pedagogy in an undergraduate EFL listening classroom. Employing a qualitative reflective narrative inquiry design, the study was conducted in a third-semester listening course at an Indonesian Islamic university involving approximately twenty EFL students. Data were collected through reflective teaching journals, classroom observation notes, student written feedback, and peer reflection discussions over a fourteen-week semester. The data were analysed using thematic reflective analysis involving open coding, axial coding, and thematic synthesis. The findings reveal that reflective practice facilitated a gradual pedagogical shift from traditional comprehension-based listening instruction toward a more process-oriented and strategy-based approach. Reflection enabled the teacher to implement instructional scaffolding, including predicting activities, keyword identification, guided note-taking, and collaborative discussion, which contributed to greater student engagement and reduced listening anxiety. Furthermore, reflective teaching supported responsive instructional adaptation during classroom interaction through modifications of task delivery, pacing, and feedback strategies. The study highlights the importance of integrating systematic reflective practice into listening pedagogy and teacher professional development. The findings contribute to a more context-sensitive understanding of reflective teaching in EFL listening instruction and provide practical insights for language educators seeking to improve listening classrooms through reflective pedagogical engagement.
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