Using a language portfolio as an effective means of reflection in Teaching English

Abstract

            The use of reflection in teaching English has gained importance in recent years as educators strive to enhance their teaching practices and promote student learning. One effective method of reflection in this context is the use of a language portfolio, which allows teachers to document and evaluate their growth and development as language instructors. A language portfolio is a comprehensive collection of samples of students' work, self-reflections, and teaching materials that serve as evidence of their linguistic and pedagogical accomplishments (Shih & Liu, 2016). In addition to providing a record of teaching experiences, a language portfolio also enables teachers to critically analyze their strengths and weaknesses, set realistic goals for improvement, and make evidence-based decisions (Manso, Daubney, & Lee, 2019). By using a language portfolio as a reflective tool, teachers can create a continuous feedback loop that ensures ongoing professional development and enhances the quality of English language instruction.