Reflective tools in an English language teaching context: Contributions, challenges and recommendations


Creative Commons License

Tuncer H. , Özkan Y.

Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, cilt.18, sa.1, ss.181-204, 2021 (Hakemli Üniversite Dergisi)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 18 Konu: 1
  • Basım Tarihi: 2021
  • Doi Numarası: 10.33437/ksusbd.671482
  • Dergi Adı: Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi
  • Sayfa Sayıları: ss.181-204

Özet

Learning and teaching are the essential inseparable components of any educational contexts, both of which can be facilitated by the utilization of reflective tools. Such tools enhance learners' reflective thinking skills which constitutes a solid base for constructivist learning settings. Constructivist language learning environments require teachers and learners to reflect on classroom dynamics utilizing appropriate tools. There are numerous reflective teaching tools to encourage the learners to learn more, research more, and be more open and curious about learning elements. Once these tools are utilized at an optimum level, the educational settings would yield fruitful and constructive outputs. From a constructivist stance, this study reviews four reflective tools -diaries, videos, portfolios/e-portfolios, and blogs- concerning ELT and language teacher education. This study involves a descriptive and comprehensive look by highlighting each reflective tool's impact on the partakers of the targeted educational settings. The study also presents some guidelines on how to utilize and integrate those reflective tools in ELT contexts.