Reflective Teaching of English Language at the University Level in Bangladesh: Perceptions, Practices and Prospects

Abstract

Being an approach to critically assess teachers’ teaching methods to enhance student learning and teachers’ professional development, reflective teaching (RT) is recognized as a valuable tool to improve teaching quality, especially in skill-based disciplines like English. However, the application of RT in universities in Bangladesh remains limited. This study investigates the perceptions, practices, and prospects of reflective teaching among English language teachers at the university level in Bangladesh. Using a mixed-methods approach, this research explores how English language teachers perceive RT, how they implement it in their teaching practices, and the challenges they face and its prospects at the University level in Bangladesh. Data were collected from 100 English language teachers across public and private universities in Bangladesh through surveys and in-depth interviews. The findings reveal that although teachers acknowledge the potential benefits of RT, its consistent use in English language classrooms is hindered by several challenges, such as heavy workloads, large class sizes, and a lack of institutional support. The study recommends that universities in Bangladesh integrate reflective teaching into the English language curriculum. The study also recommends providing targeted faculty development programs on RT, especially in the context of language skill development, as it is crucial for improving teaching practices. Additionally, reducing teaching loads and offering institutional support for reflection could help overcome the barriers to RT. With these measures, reflective teaching can be effectively incorporated into English language education at the university level, leading to enhanced teaching practices, improved student outcomes, and better professional development of teachers.