From reflection to practice: How reflective journaling shapes the teaching methods and strategies of novice EFL teachers

Abstract

This qualitative study explores the self-reported experiences and perceived contribution of reflective journaling on the teaching strategies of novice English as a Foreign Language (EFL). While the benefits of reflective practice have been widely acknowledged, its specific effects on the language-specific pedagogical skills of early-career educators are underexplored. This small-scale exploratory study involved three novice EFL teachers who produced weekly reflective journal entries for six weeks. Entries were guided by a framework focusing on eight pedagogical components and were analyzed using thematic analysis. The findings suggest that reflective journaling may serve as a supportive tool for professional growth. Participants reported a gradual shift from teacher-centered instruction toward more dynamic, student-centered teaching strategies. This included developing a greater diversity in teaching activities, ensuring purposeful curriculum alignment, and employing more sophisticated problem-solving and communication approaches. The study concludes that reflective journaling shows potential as a valuable tool for the professional development of novice language teachers, encouraging them to critically evaluate their practice and make targeted improvements to their communicative teaching strategies. These findings have relevant implications for TESOL teacher education and induction programs.