Results of Experimental Teaching Self-Reflection while Speaking

Abstract

Search for optimization and improvement of the quality of higher education has encouraged scholars to turn to self-reflection as a practice aimed at self-development and self-analysis. Further assimilation of self-reflection into the educational process prompted teachers to introduce reflective practices into classes of English as a second language, which allowed to both improve students' speaking skills and their awareness of reflection. Thus, the methodology of reflection-based teaching of speaking skills was devised and implemented. The next step was to assess the extent to which the above-mentioned methodology prompted self-reflection development. To realize this goal it was necessary to undertake experimental learning and analyze its results from the standpoint of a complex of quantitative and qualitative research methods. In the article this complex is described in detail with a particular emphasis on the method of case study as the central qualitative research method. Moreover, the shift in the students' ability to reflect on their speech is described.