TEACHERS’ COMPETENCE AND EXTENT OF USE OF THE REFLECTIVE APPROACH INTEACHING ENGLISH IN RELATION TO STUDENTS’ ENGLISH PERFORMANCE

ABSTRACT

This study explored the relationship between the students’ level of performance in English and the teachers’ level of competence as well as their extent of use of reflective approach in teaching English. A mixed research approach combining quantitative and qualitative data was adopted, involving 60 teachers and 480 students from Jiangxi Normal University. The findings reveal a positive correlation between the students’ level of performance in English and the teachers’ level of competence in terms of knowledge, skills, and attitude. Specifically, teachers with higher competence on the use of reflective teaching approach demonstrate a positive impact on students’ level of performance in English. However, no significant relationships were found between the extent to which teachers utilize reflective approach in areas such as learning objectives, activities, and assessment techniques and students’ level of English performance. The study identified several challenges faced by both teachers and students in using the reflective approach and provided targeted recommendations to improve its application in English teaching. These insights aimed to enhance the quality of the reflective approach and contribute to a deeper understanding of how reflective teaching could improve students’ English performance.

Keywords: Teachers’ level of competence, extent of use of reflective approach, English teaching, students’ English performance
https://doi.org/10.57180/ojaj9362