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<p>This study investigated the challenges encountered by English language instructors in implementing reflective teaching within EFL classrooms at selected public universities in southern Ethiopia. The research objectives were twofold: (1) to identify the specific challenges faced by university English language instructors in implementing reflective teaching in EFL instruction, and (2) to suggest potential strategies to overcome these challenges. A descriptive survey design within a sequential explanatory mixed-methods approach was employed. Quantitative data were collected via a questionnaire from 110 instructors using comprehensive sampling, while qualitative data were gathered through semi-structured interviews with 10 purposively selected participants. Quantitative data were analyzed using descriptive statistics with SPSS version 20, and qualitative data were analyzed thematically. The findings from quantitative data revealed that the majority of instructors faced significant difficulties in implementing reflective teaching: conceptual knowledge, practical constraints, institutional constraints and emotional readiness. These findings revealed that the majority of instructors faced significant difficulties across four dimensions: conceptual knowledge (M = 3.84), practical constraints (M = 3.89), institutional constraints (M = 3.89), and emotional readiness (M = 3.70), respectively. On the other hand, the findings of qualitative data reveal key challenges included low salaries, a lack of incentives, a rigid pre-developed curriculum, inadequate teaching resources, poorly equipped language rooms, large class sizes, and insufficient training opportunities. The study concluded that a systemic, rather than haphazard, approach is required for reflective teaching to take root. It is recommended that greater attention be given to the critical interplay between systemic barriers (institutional and curricular) and individual agency (emotional readiness and motivation), as future theoretical models must account for this complex synergy to be effective.</p>

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A mixed-methods inquiry into EFL instructors’ challenges in implementing reflective teaching in public higher education

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  • 出版模式：

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  • 发表日期：

    2026年7月23日

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  • Temesgen Tora,
  • Joseph Nehru,
  • Dagne Tiruneh

摘要

This study investigated the challenges encountered by English language instructors in implementing reflective teaching within EFL classrooms at selected public universities in southern Ethiopia. The research objectives were twofold: (1) to identify the specific challenges faced by university English language instructors in implementing reflective teaching in EFL instruction, and (2) to suggest potential strategies to overcome these challenges. A descriptive survey design within a sequential explanatory mixed-methods approach was employed. Quantitative data were collected via a questionnaire from 110 instructors using comprehensive sampling, while qualitative data were gathered through semi-structured interviews with 10 purposively selected participants. Quantitative data were analyzed using descriptive statistics with SPSS version 20, and qualitative data were analyzed thematically. The findings from quantitative data revealed that the majority of instructors faced significant difficulties in implementing reflective teaching: conceptual knowledge, practical constraints, institutional constraints and emotional readiness. These findings revealed that the majority of instructors faced significant difficulties across four dimensions: conceptual knowledge (M = 3.84), practical constraints (M = 3.89), institutional constraints (M = 3.89), and emotional readiness (M = 3.70), respectively. On the other hand, the findings of qualitative data reveal key challenges included low salaries, a lack of incentives, a rigid pre-developed curriculum, inadequate teaching resources, poorly equipped language rooms, large class sizes, and insufficient training opportunities. The study concluded that a systemic, rather than haphazard, approach is required for reflective teaching to take root. It is recommended that greater attention be given to the critical interplay between systemic barriers (institutional and curricular) and individual agency (emotional readiness and motivation), as future theoretical models must account for this complex synergy to be effective.