Reflective Teaching in English Language Classrooms: Perception and Practice of English Language Instructors at Wachemo University

Table 3

Mean and standard deviation of ELT instructors’ descriptive level reflection.

Descriptive level reflection
No.	Items	Mean	Standard deviation
1	My analysis of instructional practices focuses on technical aspects about teaching process	4.21	0.538
2	I modify teaching approaches without considering underlying assumptions about teaching and learning	2.88	0.714
3	I occasionally connect specific teaching methods to underlying theory	3.61	0.494
4	I support beliefs with evidence from my teaching experience	3.61	0.494
5	I make some adjustments for students’ different learning styles	4.20	0.749
6	I react to student responses from various angles but I don’t recognize the patterns	4.32	0.687
7	I adjust teaching approaches in line with current situations without developing a long-term plan	3.39	0.802
8	I look for solutions to problems that focus on short-term outcomes	3.76	0.435
9	I make modification based on prior experiences	4.12	0.640
10	I question the utility of specific teaching method but not general policies or practices	4.10	0.583
11	I provide varied instruction to address learners’ individual differences	3.12	0.640
12	I follow institutional guidelines rather than being innovative because I do not want to get into trouble	3.71	0.461
Total		3.75	0.63

Source. Survey data (2022). Bold values signify the average mean value of the total items under this category.