期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2020
卷号：13
期号：1
页码：127-138
DOI：10.26822/iejee.2020.178
出版社：International Electronic Journal of Elementary Education
摘要：The main objective of the paper is to develop a Reflective
Teaching Model for Reading Comprehension (RTMRC) in
English Language Teaching (ELT). In recent decades, the
concept of ‘reflection’ has become widely used in relation
to an effective teaching process in various contexts, such
as reflective teaching, reflective practices, reflective inquiry,
self-observation, self-evaluation, and peer review. Although
it is widely accepted in terms of use, the notion of ‘reflection’
is still broad and confusing, since it has different meanings
and is used diversely in various areas of education. Thus, the
first part provides an overview of the numerous perspectives
in different research fields on the concept of reflective
teaching in ELT reading comprehension, which contribute to
the analysis, synthesis, and summary of RTMRC. In the second
part, an evaluation of researchers’ perspectives in teaching
methodology and English language teaching is provided.
We have concluded that our summary model based on the
literature review is suitable as an instructional framework for
ELT practitioners during the teaching process. Moreover, our
review indicates that the stages of RTMRC that have been
identified are appropriate for use in teaching and learning
reading comprehension.
其他摘要：The main objective of the present paper is to develop a Reflective Teaching Model for Reading Comprehension (RTMRC) in English Language Teaching (ELT). In recent decades, the concept of ‘reflection’ has become widely used in relation to an effective teaching process in various contexts, such as reflective teaching, reflective practices, reflective inquiry, self-observation, self-evaluation, and peer review. Although it is widely accepted in terms of use, the notion of ‘reflection’ is still broad and confusing, since it has different meanings and is used diversely in various areas of education. Thus, the first part provides an overview of the numerous perspectives in different research fields on the concept of reflective teaching in ELT reading comprehension, which contribute to the analysis, synthesis, and summary of RTMRC. In the second part, an evaluation of researchers’ perspectives in teaching methodology and English language teaching is provided. We have concluded that our summary model based on the literature review is suitable as an instructional framework for ELT practitioners during the teaching process. Moreover, our review indicates that the stages of RTMRC that have been identified are appropriate for use in teaching and learning reading comprehension.
