Using Reflective Practice to Play Effective Roles in Teaching English Language to Young Learners

Abstract

This study explored how English language teachers play their roles as reflective teachers in teaching English language to young leaners at primary schools. In order to gather the information, this study employed qualitative case study approach. The main methodological methods were semi-structured interviews and document analysis. In total, 6 in-service English language teachers from primary schools involved in this study. This study were conducted in two phases to answer two research questions. The findings revealed two main themes known as; a) Language myths and b) The mechanisms of change. Results showed important frame of reference for teachers to implement reflective teaching to help them reflect on their teaching and to play their roles as language teachers in the classrooms effectively. Suggestions for future research are also included at the end of the study