“Why my students didn’t read according to their level?”: An instructor’s reflection in an extensive reading class
DOI:
https://doi.org/10.25170/ijelt.v11i1.1488Keywords:
Reflection, Extensive reading, critical incident, reading level and comfort zonesAbstract
The present paper is a novice teacher reflection in an Extensive Reading (ER) course. It attempts to explore the extent to which reflecting on critical incident of a reading level contributes to new understanding of Day and Bamford’s ER principles utilized to design the course. This study found that reflection through critical incidents provides a systematic structure to develop practical pedaogigcal knowledge into teaching. By exercising a critical incident reflection on ER, I was able to critically contextualize Day and Bamford’s ER principles into my current teaching context. It concludes by pointing out how a narrative reflection on critical incidents is needed to understand a novice teacher’s experience when practicing a new approach in teaching.
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