A Study of Undergraduates’ Perceptions of Reflective Practices in Learning English

Cite this article as: Aliyu M. M., Korau S. M., Ya’u M. S. & Jika Y. M., (2026). A Study of Undergraduates’ Perceptions of Reflective Practices in Learning English. Zamfara International Journal of Humanities, 4(2), 129-138. www.doi.org/10.36349/zamijoh.2026.v04i02.012

By

Muhammad Mukhtar Aliyu1

Shehu Muhammad Korau2

Mohammed Sani Ya’u3

Yusuf Muhammad Jika4

1,2,3&4Department of English and Literary Studies, Sa’adu Zungur University, Bauchi State

Abstract: This study investigates the perceptions of reflective practices in learning English among Nigerian undergraduates at a university in northeastern Nigeria. Twenty students were selected for the study, and data were gathered through semi-structured interviews focusing on three primary areas: awareness of reflective practices, perceptions of their benefits, and challenges faced in their implementation. Qualitative analysis of the interview responses revealed that most participants were unaware of reflective practices in their learning process. However, once introduced to the concept, students generally recognised and valued the potential benefits, such as enhanced understanding and improved language skills. Despite this positive perception, students reported significant challenges, including a lack of guidance, insufficient resources, and inadequate curricular support. The study highlights the necessity for comprehensive training, better resource allocation, and curricular integration of reflective practices to help students overcome these challenges and maximise their learning outcomes.

Keywords: English Language Learning; Nigerian Undergraduates; Perceptions; Reflective Practices

Introduction

English language education is at the heart of the academic development and socio-economic advancement of students in Nigeria. As the country's official lingua franca, English is a medium of instruction and a vital tool for communication in business, governance, and international relations (Borisova et al., 2017). It has also been realised globally that with proficiency in the English language comes greater access to economic opportunities, higher education, and international connectivity (Murmu, 2022). For this reason, proficiency in the English language is considered necessary for Nigerian students, considering the language's global status, which is supported by its prime place within national development (Owolabi, 2012).

Despite all this, most students in Nigeria still face tremendous difficulties in achieving fluency and proficiency in the English language at the secondary school level (Oladayo, 2021). Scholars have noticed a considerable gap between expectations and reality concerning English language education performance in Nigeria. Non-sufficient adaptation to effective learning strategies by students has been one of the causative factors for such challenges (Korau et al., 2024). In this regard, various teachers have advocated for expressing and implementing more effective learning strategies to enhance students' English proficiency. One of the few well-known learning strategies that have gained international acceptance is reflective practice.

Reflective practice in education involves a process in which learners must examine their experiences critically, analyse the learning processes, and make informed decisions for future improvements (Dewey, 1933; Schön, 1987). Reflective practices have been touted as effective in stimulating critical thinking among learners, self-awareness, and a better understanding of learning materials (Zeichner & Liston, 2014). Boud et al. (1985) added that reflection enables the learners to synthesize their experiences; thus, learning becomes more meaningful and relevant. For this reason, reflective practice has increasingly been considered an essential feature of pedagogical methodologies that enhance independent learning and long-lasting skill development (Yuan, 2023). While the importance of reflective practices in education is globally established, its application within English language learning has remained underexplored in the Nigerian context. Most of Nigeria's research has conventionally focused on teacher-centred pedagogical approaches and has often neglected student-centred approaches such as reflective practice (Folashade, 2012). The few that have looked at English language education in Nigeria have emphasized external factors, such as a lack of teaching resources and a general inadequacy of teacher training, rather than the role of students and their approaches to learning (Onuka, 2012). This further identifies a literature gap about how Nigerian students engage in reflective practices to improve their learning experiences related to English language education.

With the growing recognition of reflective practices to enhance critical thinking and deeper learning (Zeichner & Liston, 2014), there is a need to understand to what extent Nigerian students have engaged in these practices. Research in other educational contexts suggests that reflective practices can be very instrumental in helping students navigate complex linguistic challenges and develop long-term language skills (Yuan, 2023). However, there is scant empirical evidence on how such reflective practices have been adapted to suit the needs and contexts of Nigerian students, especially in the domain of English language learning. Thus, this study tries to bridge this literature gap by investigating undergraduate students' perceptions of reflective practices in learning English. It seeks to ascertain the level at which Nigerian students are aware of and apply reflective practice in the course of their studies in the English language. It also hopes to find the perceived factors influencing students' reflective practices and the benefits and problems associated with such practices in English Language learning.

Literature Review

Definition of Reflective Practice

Schön (1983) defines Reflective practice as "the capacity to reflect on action to engage in a process of continuous learning." This approach involves critically analysing one’s experiences to identify strengths and weaknesses and applying these insights to improve future practices. Schön (1987) further categorised reflective practice into two modes: reflection-on-action (post-event reflection) and reflection-in-action (real-time reflection). These modes enable practitioners to think critically about their actions after the event or while engaged in it, assessing underlying assumptions and potential consequences. This continuous reflection has been highlighted as a critical avenue for professional development, especially in learning, where sustained reflection can contribute to effective practice and growth.

Reflective practice has been widely acknowledged for its potential to enhance teaching and learning outcomes across educational contexts, including English language education. Studies support its benefits; for example, Kember et al. (2008), in a meta-analysis of 16 higher education studies, found a positive relationship between reflective practices and students’ academic performance. Hatton and Smith (1995) also linked reflective practice with enhanced teaching effectiveness in English language education, demonstrating that teachers who engaged in reflective activities improved their instructional approaches.

Reflective practice can take various forms, such as self-reflection, peer observation, and group reflection, each offering unique benefits. Self-reflection encourages individuals to analyse their personal experiences and areas for growth, peer observation involves collaborative feedback from colleagues, and group reflection promotes a shared learning environment where individuals reflect collectively. In English language education, these forms can be instrumental in refining key teaching aspects like lesson planning, classroom management, and assessment methods. Farrell (2015) observes that reflective practices in lesson planning help teachers identify weaknesses and explore alternative strategies, while Richards and Farrell (2011) found that reflection assists teachers in managing classroom dynamics more effectively.

Beyond teaching, reflective practice has substantial potential to benefit to English language learners. Zhang and Li (2010) showed that reflective practices significantly improved language proficiency among Chinese students learning English. Phan and Rao (2015) found similar benefits in developing writing skills among English learners in Singapore.

Despite the recognised benefits, there are limited researches on reflective practices in English language learning among Nigerian undergraduates, who may face unique challenges in effectively accessing or implementing these practices. This gap suggests a critical need to investigate the extent of students’ awareness and perception of reflective practices in Nigerian higher education. Understanding these aspects can shed light on specific challenges that hinder reflective learning and identify tailored strategies for promoting its benefits. This study aims to fill this gap by exploring Nigerian undergraduates' awareness, perceptions, and experiences with reflective practices, ultimately contributing insights for enhancing English language education in Nigeria’s university context.

Models of Reflective Practices

In reflective practice, various models guide individuals in structured self-assessment, one of the most widely used being Gibbs' Reflective Cycle (Gibbs, 1988). Gibbs’ model is beneficial in educational contexts due to its structured, six-stage approach, which supports a systematic examination of experiences. This cycle encourages comprehensive reflection by guiding individuals through the following stages:

a) Description: Outlines the experience or situation in focus.

b) Feelings: Encourages expression and exploration of emotions tied to the experience.

c) Evaluation: Assesses the positive and negative aspects of the experience.

d) Analysis: Break down the experience to deeply understand its components.

e) Conclusion: Summarizes insights gained and considers the experience's impact on practice.

f) Action Plan: Creates a roadmap for applying these insights to future practices.

This model is clear; cyclical structure is ideal for the study as it allows teachers and learners in English language education to engage deeply with their experiences. English language teachers, for instance, can use Gibbs' Reflective Cycle to reflect systematically on their lesson plans, classroom management strategies, and assessment techniques, fostering professional growth and instructional improvement. Likewise, English language learners can apply the model to their learning experiences, helping them recognize strengths and areas for improvement.

Gibbs' model is selected for this study because it provides a detailed framework that encourages thoughtful, step-by-step reflection, making it accessible and adaptable for educators and learners. Its structured approach is especially suited to guiding students unfamiliar with reflective practice, helping them transition from passive learning to active, self-directed improvement.

Research Question

The study is set to answer the following research questions:

1. What is the level of student’s awareness of reflective practices in learning English?

2. How do students perceive reflective practices in learning English?

3. What challenges do the students face in reflective practices in learning English?

Methodology

A cross-sectional survey research design was adopted for this study, as it enables data collection from participants at a single point in time, providing a snapshot of their perceptions and experiences (Creswell, 2012). This design is particularly suitable for exploring the current state of undergraduates' awareness and perceptions of reflective practices in English language learning. Quantitative data were collected through semi-structured interviews designed to answer the research questions and offer insights into students' experiences with reflective practices.

Participants of the Study

The study involved a sample of 20 undergraduate students from a university in northern Nigeria, comprising male and female participants. This sample size allows for an in-depth exploration of individual perceptions and experiences with reflective practices in English language learning.

Instrument for Data Collection

Data were gathered using a semi-structured interview, which allowed participants to express their views while ensuring consistency across interviews. The interview questions were carefully crafted to cover the core aspects of reflective practice in English language learning, which including definitions, experiences, perceived benefits, challenges, and support needed. The interview questions were as follows:

1. Can you describe what you think "reflection" means in the context of learning English?

2. Have you ever been asked to reflect on what you learned in your English classes? If so, can you give an example?

3. Do you think reflecting on your learning can help improve your English skills? Why or why not?

4. Have you ever found it difficult to reflect on your learning in English? If so, can you explain why?

5. What kind of support do you think would be helpful for students to engage in reflective practices more effectively?

6. What challenges do you face in reflective practice?

This semi-structured format allowed for a deeper understanding of participants' experiences and perceptions, ensuring that the data captured a wide range of insights relevant to reflective practices in English language learning.

Findings

This study investigated Nigerian undergraduates' perceptions of reflective practices in learning English through semi-structured interviews. The analysis of responses revealed three primary themes: limited awareness of reflective practices, positive perceptions of their benefits, and challenges that hinder their implementation. Each theme is discussed below, with supporting quotes from participants to illustrate their perspectives.

Limited Awareness of Reflective Practices

A prominent theme from participants’ responses was limited awareness of reflective practices as a structured learning approach. Twenty (20) participants expressed initial confusion about the concept, reflecting a lack of exposure to reflective practices in their educational experience. For instance, when asked about their understanding of reflective practices, some students questioned if it referred to a specific subject or academic course. One participant asked, "Reflective practices? Is it a subject?" (Participant 3). Others admitted that they had never encountered the term before. One participant noted, "I haven't heard that term before, but it sounds interesting" (Participant 12). Only three (3) participants show their understanding on Reflective practice.

Participants attributed this lack of awareness to the teaching style in their institution, where lectures primarily focus on content delivery rather than introducing students to strategies that support self-directed learning. One student observed, "Here, many lecturers only come to class to teach and go. They do not teach us how to learn" (Participant 9). Another participant echoed this sentiment and explained that lecturers sometimes have minimal interaction with students, focusing more on providing lecture notes and assigning readings without guidance on effective learning strategies. "Some lecturers focus more on their topics. They come twice or thrice and only give materials to students read" (Participant 3).

These responses highlight a gap in instructional practices. Students are often not equipped with tools to reflect on their learning processes. This limited awareness indicates a need for integrating reflective practice strategies into the curriculum to help students engage more actively with their learning.

Positive Perceptions of Reflective Practices

Although participants initially lacked exposure to reflective practices, they responded positively to the concept after being introduced, recognising its potential to improve learning outcomes. 40% of students noted that reflective practices could help them identify their strengths, weaknesses, and learning challenges, enhancing their academic performance. They viewed reflective practice as a tool to plan future tasks and adopt effective learning strategies.

Participants expressed that reflective practice helped them retain information from previous lessons more effectively. For example, one participant observed, "Thinking about what I learned each week helped me remember things better" (Participant 7). Another participant reinforced this, explaining that reflection made recalling topics and courses covered throughout the week easier: "Using reflection, it is easier to remember the topics and the courses you have in a week" (Participant 4).

Furthermore, many participants valued the self-corrective nature of reflective practice, as it allowed them to recognise and address mistakes independently, fostering learning independence. As one participant stated, "If I reflect on my mistakes, I will not keep making them in the future" (Participant 18). This perspective highlights reflective practice as a foundation for self-directed learning, empowering students to take control of their academic development.

Participants also noted that reflection enabled them to thoughtfully plan their future learning activities. Reflecting on previous lessons allowed them to identify missed information and set specific goals for upcoming classes. "If I reflect, I identify what I miss in the class and what I will learn next and how" (Participant 13). This suggests that reflective practice supports self-regulation and metacognitive skills, equipping students to manage their learning strategies effectively and become more self-reliant in their studies.

These positive perceptions underscore the potential of reflective practice to cultivate essential skills, such as self-directed learning, self-regulation, and metacognitive strategies, which are valuable for students’ academic growth and success.

Participants’ Challenges of Reflective Practice in Learning English

Although participants appreciated the potential benefits of reflective practices, they identified several vital obstacles that complicate its effective implementation. The primary challenges included insufficient guidance, time constraints, and limited awareness of reflective practice techniques. However, despite these barriers, participants demonstrated a strong willingness to integrate reflective practices into their learning routines, underscoring the importance of institutional support to facilitate this process.

Lack of Guidance

One of the most prominent challenges participants noted was inadequate guidance on effectively engaging in reflective practice. Without structured support, students struggle to leverage the benefits of reflection in their learning fully. A participant conveyed this sentiment: "I need clear and more explanation on how to use reflective practice" (Participant 8). This lack of direction often left students unsure how to initiate or maintain reflection, highlighting a gap between the concept's potential and its practical application. The finding suggests that without sufficient guidance from educators, students may be unable to access the full benefits of reflective practice, as they may not know how to structure their reflections or interpret their experiences for improvement. This calls for educators to provide explicit instructions and examples of reflective exercises, empowering students to engage meaningfully in self-assessment and growth.

Time Constraints

Time of engagement is another significant challenge affecting students’ ability to engage consistently in reflective practices. Heavy academic workloads, frequent assignments, and limited study periods leave little room for additional reflective activities. One participant observed, "We have many activities and assignments for each of our classes, and the time is not enough for one to dedicate to reflection" (Participant 4). Another echoed this: "With all the assignments and tests, I barely have enough time to keep up, let alone reflect on my learning" (Participant 15). These comments reveal that students view reflection as an additional task rather than an integral part of the learning process, perhaps due to the absence of allocated time or institutional emphasis on its value. This challenge highlights the need for curriculum planners to embed reflective practices within the learning structure by integrating short reflective moments within assignments or creating specific times in the week dedicated to self-reflection. By doing so, institutions can help students view reflection as an essential, rather than optional, element of their academic routine.

Lack of Familiarity with Reflective Practices

Another challenge cited was students’ unfamiliarity with established reflective practices. Many participants admitted they felt uncertain about where to begin or what aspects of their learning to reflect upon. One participant expressed this: "I would not know where to start or what exactly to reflect on" (Participant 10). This confusion demonstrates a lack of foundational knowledge about reflective practices and indicates a possible gap in early education, where students may not have been introduced to metacognitive strategies. The lack of familiarity suggests that while students may be interested in engaging in reflection, they require foundational training in the techniques and goals of reflective practice to use it effectively. Educators could introduce students to models like Gibbs' Reflective Cycle or the Kolb Reflective Model, which provide structured, sequential steps to reflection, helping students become comfortable with the process and ultimately enhancing their confidence and autonomy in learning.

Despite these challenges, participants’ willingness to adopt reflective practices is a promising indicator of its potential value. Their eagerness suggests that, with proper support, students could integrate reflection into their learning processes, leading to improved self-awareness, critical thinking, and ultimately better academic outcomes. Addressing these challenges could involve a multi-pronged approach: educators can offer explicit training in reflective techniques, institutions can schedule reflective activities, and curricula can incorporate reflection as a standard component rather than an optional activity. By addressing these areas, educational institutions could help students overcome the identified barriers, enabling them to realise the full potential of reflective practices in their academic and personal growth.

Discussion

This study investigated Nigerian undergraduates' perceptions of reflective practices in learning English, using semi-structured interviews to explore their awareness, attitudes, and challenges. Key findings reveal that while most participants lacked prior awareness of reflective practices, they demonstrated positive perceptions toward the concept after explanations and brief engagement. They identified potential benefits of reflection, including improved learning outcomes and self-regulation; however, they also highlighted obstacles such as inadequate guidance, time constraints, and a lack of familiarity with reflective practices in their academic environment. The limited awareness of reflective practices among participants aligns with previous studies indicating that reflective practices are often underemphasized in traditional, lecture-based educational systems. Research has shown that students not explicitly introduced to reflective activities tend to lack the vocabulary and understanding necessary to effectively engage in reflection (e.g., Brookfield, 2009). Similarly, the participants in this study viewed reflective practices as a foreign concept, with some mistaking it for a specific course rather than a learning strategy. This limited familiarity suggests a gap in the curriculum and instructional approach, where more emphasis is placed on content delivery than metacognitive strategies. Despite their unfamiliarity, participants responded positively to reflective practices once they understood their purpose and applications. Many recognized that reflection could help them better remember learning content, identify strengths and weaknesses, and develop effective strategies for future tasks. This aligns with Schön's (1983) theory of reflective practice, which posits that reflective thinking helps learners connect their experiences with future improvements and insights. The findings also resonate with Kolb’s experiential learning cycle, which emphasizes the importance of reflection in consolidating learning, planning, and application. Similar studies in language learning contexts have found that reflection enables students to monitor their language progress and foster self-directed learning (e.g., Boud, Keogh, & Walker, 1985). The participants’ positive perceptions underscore a latent readiness for metacognitive engagement, suggesting that students could meaningfully integrate reflective practices into their language learning with proper guidance.

The study also highlighted significant barriers to implementing reflective practices, such as a lack of guidance, heavy academic workloads, and limited time. These findings mirror those of Larrivee (2000), who found that students often struggle to know what to reflect on or how to structure their reflections without explicit instructions. In this study, participants echoed this concern, expressing a need for explicit guidance on how to conduct reflection and apply it to their language learning. Additionally, time constraints and competing academic demands were frequently mentioned. Participants described how a heavy workload hindered their ability to dedicate time to reflective activities, a finding consistent with research by Moon (1999), which suggests that the structure of academic schedules can enable or inhibit reflective engagement. The lack of time and emphasis on reflective practices also reflects the prevalence of exam-focused, rote learning approaches within the Nigerian education system, prioritizing content mastery over metacognitive skills. In such contexts, reflection is often viewed as an additional task rather than an integral part of learning. This challenge aligns with Dewey’s (1933) model of reflective thinking, which emphasizes the need for intentional, sustained reflection—something that can be difficult in environments with rigid curricula and assessment structures.

The findings from this study support Dewey's view that reflection requires a conducive learning environment and appropriate guidance. For reflective practice to be fully effective, it must be supported within the educational framework, not just encouraged as an individual activity. After a brief introduction to reflective practice, participants' positive responses further suggest that initial resistance to reflection may stem more from a lack of exposure than a lack of interest. Additionally, Schön’s reflective practice theory is relevant, as it underscores the need for iterative feedback and self-assessment, largely absent in the participants' current educational context. To integrate reflective practices effectively, educators and institutions must consider these identified challenges and design supportive structures. Offering specific training sessions, embedding reflection within assignments, and providing guided prompts could help students better understand and apply reflective practices. Curriculum designers might consider reducing rigid workloads to allow time for reflection, thereby promoting more profound engagement with course material. Additionally, introducing digital tools for reflection, such as online journals or interactive apps, could enhance accessibility and motivate students to adopt reflection as a regular learning strategy. By tailoring reflective practices to fit the needs of Nigerian undergraduates, educators can foster a more self-regulated, metacognitive approach to learning English, ultimately benefiting students’ academic growth and personal development.

Conclusion

This study explored Nigerian undergraduates' awareness and perceptions of reflective practices in English language learning. The findings reveal that most participants were initially unfamiliar with reflective practices, exposing a significant gap in the current educational framework. However, once introduced to the concept, students recognised its potential to enhance a more profound understanding and improve language skills. Despite their optimistic outlook, participants identified key obstacles to engaging in reflective practices, such as limited guidance, insufficient resources, and the absence of reflection-oriented activities in the curriculum. While this study provides valuable insights, several limitations should be acknowledged. First, the small sample size of 20 participants limits the generalizability of the findings. This sample may not fully represent the broader population of Nigerian undergraduates studying English. Second, the study’s qualitative design, relying on semi-structured interviews, may introduce subjectivity in interpreting participants’ responses, as findings are based on self-reported perceptions, which can be influenced by social desirability bias. Additionally, since the study was cross-sectional, it only captured participants’ perceptions at once, preventing any assessment of changes in perceptions over time or after prolonged exposure to reflective practices. To address these limitations, future research could consider using a larger, more diverse sample and employing longitudinal methods to observe changes in perceptions and outcomes over time. A mixed-methods approach could also strengthen the study by combining quantitative data with qualitative insights, providing a more comprehensive understanding of how reflective practices impact English language learning. Targeted efforts from educators, administrators, and policymakers are essential to fully realising the benefits of reflective practices. Providing structured training, access to resources, and embedding reflective practices within the curriculum could enhance students' self-assessment, self-regulation, and language skills, ultimately enriching their educational experience.

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