EMPOWERING EFL TEACHERS: THE IMPACT OF REFLECTIVE JOURNALS ON PROFESSIONAL DEVELOPMENT

Abstract

Reflective practice, particularly through the use of reflective journals, is widely regarded as a powerful tool for professional development. This research article explores the potential of reflective journals to enhance the professional development of EFL (English as a Foreign Language) teachers. The study begins by contextualizing the puzzle of whether maintaining a reflective journal can significantly contribute to an EFL teacher’s professional growth. A comprehensive review of available literature highlights the benefits of reflective journals, such as enhanced self-awareness, critical thinking, adaptability, and cultural sensitivity. New understanding emerges, emphasizing the practical application of theoretical concepts, sustained professional growth, and collaborative reflection. Several possible interventions are proposed to maximize the effectiveness of reflective journaling, including establishing regular writing schedules, using guided prompts, incorporating peer review, and leveraging technology. The study also acknowledges limitations, such as time constraints, the need for consistency, and privacy concerns. In conclusion, reflective journals offer a valuable method for EFL teachers to continuously improve their teaching practices and achieve professional growth, provided that the challenges are adequately addressed.