Keywords
integrative approach
pre-service teachers
experimental study
English language teaching
reflective practice
metacognition
How to Cite
Abstract
This study investigates the effectiveness of an integrative approach in enhancing reflective competence among pre-service English language teachers through experimental design. The research combines communicative, task-based, and multimodal instructional frameworks with structured reflective practices, including journaling, peer feedback, and microteaching analysis. Two groups (experimental and control) were involved to measure the impact of the intervention on cognitive, metacognitive, and evaluative dimensions of reflective competence. Data were collected through observation protocols, reflective logs, and performance-based assessment, and analyzed using statistical methods, including Student’s t-test. The findings reveal a significant improvement in the experimental group, confirming that integrative pedagogy fosters deeper reflection, self-regulation, and adaptive teaching skills. The study highlights the importance of embedding reflective processes into teacher education and provides methodological recommendations for designing reflective, practice-oriented training environments.References
1. Anne Burns (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Routledge, pp. 12-29.
2. Carol Rodgers (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), pp. 842-866.
3. Christine Coombe, Peter Davidson, Barry O’Sullivan Stoynoff Steve (2012). The Cambridge Guide to Second Language Assessment. Cambridge: Cambridge University Press, pp. 56-72.
4. James H. McMillan (2012). Educational Research: Fundamentals for the Consumer (6th ed.). Boston: Pearson, pp. 203-221.
5. Kathleen M. Bailey (2006). Language Teacher Supervision: A Case-Based Approach. Cambridge: Cambridge University Press, pp. 98-115.
6. Kenneth M. Zeichner Daniel P. Liston (2014). Reflective Teaching: An Introduction (2nd ed.). New York: Routledge, pp. 45-67.
7. Lynn Fendler (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32(3), pp. 16-25.
8. Penny Ur (2012). A Course in English Language Teaching (2nd ed.). Cambridge: Cambridge University Press, pp. 387-405.
This work is licensed under a Creative Commons Attribution 4.0 International License.