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EXPLORING THE EFFICACY: THE RELATIONSHIP BETWEEN REFLECTIVE TEACHING PRACTICES AND LEARNING OF ENGLISH
The study aims to determine the effectiveness of reflective teaching strategies used by the English teachers teaching English as a subject at graduate level in Pakistan. This is a correlational study in which researcher investigated the relationship between reflective teaching practices and students’ results. The researcher used mixed-method approach in this study. The sample of the research contains 30 English teachers, teaching English as a subject to graduate students (linguistics, literature, ELT), and 600 students of the participating teachers. The universities are selected through convenient sampling technique whereas the respondents are selected by using convenient sampling technique. The research tools include close-ended questionnaires (for English teachers and students), and semi-structured interview of the English teachers. Six English teachers are interviewed to have an in-depth understanding of the phenomenon. The quantitative data are analyzed by applying statistical measures through SPSS (v.20). The qualitative data are analysed using thematic analysis technique. The analysis of the quantitative data demonstrates that there is a strong relationship between reflective teaching and students’ results. Bivariate correlation test value of .804 shows that there is strong correlation between the two variables viz. reflective teaching practices of English teachers and exam results of graduate students. The researcher found that 90 percent of the sampled English teachers use reflective approaches in their teaching. Among reflective English teachers, 13 percent (4 out of 30) teachers are highly reflective and 77 % teachers are moderately reflective. Qualitative data analysis provides a view of strategies used by the English teachers in order to improve the content teaching and development of the learners’ communication skills.