An Analysis of Models of Reflection on EFL Pedagogy of Doctoral Students: How Doctoral Students Learned Through Reflections

By Anchalee Jansem.

Published by Journal of the World Universities Forum

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Article: Print $US10.00
Article: Electronic $US5.00

This paper aims to present the models of reflection of five Thai doctoral students reflecting upon issues and practices in EFL pedagogy. The author conducted this research to uncover how all five participants generated their thoughts and how they reflected upon teaching English as a foreign language while taking a course: Seminar in Language Pedagogy. The case study research method and interpretive research used in this study revealed that reflections were ongoing processes that shared the schemes of Perry’s cognitive development and Danielson’s levels of reflective thinking. Also, the participants’ roles and status in the workplaces as well as how they viewed the word “reflection” influenced their reflective thinking.

Keywords: Reflection, EFL

Journal of the World Universities Forum, Volume 5, Issue 3, pp.1-12. Article: Print (Spiral Bound). Article: Electronic (PDF File; 234.594KB).

Dr. Anchalee Jansem

Lecturer and Program Chair, Department of Western Languages, Faculty of Humanities, Thai TESOL, Srinakharinwirot University, Huay-kwang, Bangkok, Thailand

Dr. Anchalee Jansem received a doctorate in curriculum and instruction from Illinois State University and a Masters’ degree in TESOL from the University of South Australia. She has taught at all educational levels, from primary schools to universities. She is a native speaker of Thai teaching English as a Foreign Language in her home country. Her interests include methodology, ESL and EFL, and classroom research in international contexts.

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