THE REFLECTION OF TEACHERS’ PRIOR LANGUAGE LEARNING EXPERIENCES IN ESL TEACHING APPROACHES

Soyhan Egitim

Abstract


The purpose of this study is to determine the role of teachers' prior language learning experiences in the formation of their teaching approaches in the context of one to one English language teaching. It intends to describe the correlation between teachers' practical knowledge and their current practices. Four English instructors participated in this investigation. The research was qualitative. Semi-structured interviews and observation checklist were used for data collection. The findings of this study indicated that teaching beliefs and practices differ for e ach individual and the differences are attributable to the influence of their practical knowledge and experiences. As a result of this investigation, recommendations were made to enhance teaching and learning in one-to-one lessons. 

 

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Keywords


learning, reflection, teaching approaches, knowledge, language

References


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