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

Table 4

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

Comparative level reflection
No.	Items	Mean	Standard deviation
1	I look into connection between teaching practices and student learning	3.41	0.499
2	I seek ways to connect new concepts to students’ prior knowledge	3.27	0.449
3	I have genuine curiosity about the effectiveness of teaching practices, leading to experimentation and risk-taking	2.59	0.706
4	I accept constructive criticism on my own teaching	2.27	0.708
5	I adjust my teaching methods and strategies based on students’ relative performance	2.59	0.631
6	I analyze the impact of group organization, such as cooperative learning groups, pair/peer grouping on students’ learning	2.66	0.825
7	I have commitment to ongoing learning to improve my practice	2.56	0.808
8	I identify various options of reflecting ideas and concepts to students	2.39	0.737
9	I recognize the complexity of classroom dynamics while teaching	2.59	0.706
10	I welcome what students bring to the learning process	2.27	0.708
11	I perceive teaching practices as remaining open to further investigation	2.59	0.631
Total		2.65	0.68

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