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The Influence of Multilingualism and Professional Development Activities on Teacher Reflection Levels

Author

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  • Asma Almusharraf

    (College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh 13317, Saudi Arabia)

  • Norah Almusharraf

    (Applied Linguistics, Prince Sultan University, Riyadh 11586, Saudi Arabia)

  • Daniel Bailey

    (Department of English Language and Literature, Konkuk University, Seoul 05029, Korea)

Abstract

Reflection occurs as a learning process in which thoughts are consequential and continuously improved upon. The current research examined teacher reflection by examining the influence of multilingualism and professional development activities on teacher reflection levels. Data were analyzed using IBM SPSS employing 226 male and 207 female EFL instructors teaching in Saudi Arabia. Variables were grouped into languages spoken and professional development activities. Inferential statistics (i.e., descriptive statistics, independent sample t -test, and one-way ANOVA) were utilized. The findings revealed that reflective practices varied significantly due to the languages spoken. The mean of the total English Language Teaching Reflection Inventory (ELTRI) for participants who performed the professional development activity is higher than for those who did not. Further, participants who collaborated with colleagues were mentored, self-studied, and took courses illustrated a significantly higher total score on the ELTRI. When designing professional development curricula, a greater focus on particular reflection training should be more appropriate depending on completed professional benchmarks. These implications and the future direction of this study highlight the dynamic influence of multilingualism in reflective practices. Henceforward, the study suggests the imperative need to provide teachers with professional development programs for training them and elevate their awareness of the effectiveness of reflective teaching practices.

Suggested Citation

  • Asma Almusharraf & Norah Almusharraf & Daniel Bailey, 2022. "The Influence of Multilingualism and Professional Development Activities on Teacher Reflection Levels," Sustainability, MDPI, vol. 14(18), pages 1-14, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:18:p:11504-:d:914329
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    References listed on IDEAS

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    1. Wei Liu & Yancong Zhu & Min Liu & Yanru Li, 2021. "Exploring Maker Innovation: A Transdisciplinary Engineering Design Perspective," Sustainability, MDPI, vol. 14(1), pages 1-12, December.
    2. Xiantong Zhao & Xu Liu, 2022. "Sustaining Faculty Development through Visiting Scholar Programmes: A Transformative Learning Perspective," Sustainability, MDPI, vol. 14(1), pages 1-19, January.
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    Cited by:

    1. Orchida Fayez & Hala Ismail & Hadeer Aboelnagah, 2023. "Emerging Virtual Communities of Practice during Crises: A Sustainable Model Validating the Levels of Peer Motivation and Support," Sustainability, MDPI, vol. 15(7), pages 1-19, March.

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