Implementing reflective feedback in undergraduate English language classes

Abstract

Feedback plays a central role in English as a Foreign Language (EFL) instruction; however, traditional feedback practices in undergraduate classrooms often remain teacher-centred and focused primarily on error correction. Such approaches may limit student engagement with feedback and reduce opportunities for reflective learning and self-regulation. In response to these limitations, this article presents a structured methodology for implementing reflective feedback in undergraduate English language classes. The study adopts focuses on the instructional design, pedagogical principles and classroom implementation of reflective feedback rather than on experimental measurement. The proposed methodology integrates feedback and reflection into regular teaching practices through a sequence of stages, including task completion, teacher-provided reflective feedback, guided student reflection and follow-up action planning. A range of practical tools, such as reflective journals, feedback sheets and self-assessment checklists, are used to scaffold reflective engagement. Observed instructional outcomes suggest that reflective feedback supports greater student engagement with feedback, enhanced reflective awareness and increased learner responsibility for learning processes. By systematising reflective feedback as a coherent classroom methodology, the article contributes to EFL pedagogy and offers a practical framework that can be adapted to diverse undergraduate teaching contexts.