Questionnaire

Dear Sir/Madam

Greetings!

This questionnaire is designed to conduct research on “Reflective teaching of English at the

university level in Bangladesh: Perceptions, practices and prospects” for an MPhil research
degree at the institute of English and Other Languages, University of Rajshahi. Reflective
teaching is a self-assessment of teaching where a teacher examines his/her methods and
practices of teaching, states reasons and strengths for his/her strategies, and investigates
areas for revision and further improvement. Your responses are very important to this study.
Therefore, I will appreciate it highly if you kindly complete this questionnaire. Your responses
will be strictly confidential and used only for the purpose of this study. For further queries,
please contact the researcher on his email account: mohiuddin@[Link]

Section 1: Personal Information

1. Name (Optional): Institution:

2. Designation: a. Lecturer b. Assistant Professor c. Associate Professor d. Professor

3. Sex: a. Male b. Female c. Other (if any)

4. Age: 20-25 26-30 31-35 36-40 41- 45 46-50 51-55 56-60 61-65 66-70 71-75

5. The academic degree you obtained last.

a. PhD b. MPhil c . MA/ MS/MSc/MCom/ MBA/MS d. BA/BSc/BCom (Honours/Pass)

6. Please mention the name of the district your institute is located.

7. How long have you been teaching?
……….years ……… months
8. Normally, how many class/es do you conduct in a week?
1-2
2-3
3-4
4-5
5-6

Note: A 5 point Likert Scale has been used for the following statements. The scale ranges
from 5 (strongly agree) to 1 (strongly disagree).
 Section 2: Perceptions of Reflective Teaching
Strongly Strongly
Issues Statement Agree Neutral Disagree
agree disagree
I am familiar with the practice of
1
“Reflective Teaching” (RT).

I believe that reflecting on a lesson just

taught helps teachers identify the limitations

2
of the lesson and improve upon it in the

next class.

Reflection helps teachers to critically

3
evaluate their teaching.

Reflective teaching practice encourages

4 teachers to identify the strengths and

weaknesses of the conducted classes.

Reflection helps teachers to bring necessary

5
changes in their teaching materials.

For Reflection, it is important for teachers

6 to keep updated with modern and new

approaches to teaching.

I think reflective teaching

encourages teachers to ensure student

7
motivation and engagement in the lesson

taught.

8 It is necessary to reflect on the level and

amount of input in the class according to the

 level of the student.

It is important to reflect on production

9
opportunities provided in the classrooms.

Teachers need to reflect on the quality of

10
feedback provided in the classroom.

Section 3: Practices of Reflective Teaching

Strongly Neutra Strongly

Issues Statement Agree Disagree
agree l disagree
After each lesson, I reflect on whether I had

1 good, interesting and relevant warm-up

activities.

I reflect on whether my lesson was divided

2 in phases, for example, presentation,

practice and production.

I reflect on whether the materials I used in a

3 lesson matched the interest and language

level of the learners.

I reflect on whether my instructions have

4 been easy and intelligible for all the learners

in the classroom.

I reflect on whether I created a relaxed

5 environment and effectively engaged

students in interactive learning activities.

 I reflect on whether I integrated all the four

6 language skills-listening, speaking, reading

and writing into the lesson.

I reflect on whether I encouraged and

7 motivated students sufficiently to respond to

my questions to share their understanding.

I reflect on whether I paid especial attention

8 to the shy and weak students to ensure their

participation.

I reflect on whether I adopted varieties in

9 my teaching techniques to address various

learning styles of students.

I reflect on the alignment of course

10 objectives, classroom activities and test

types.

I reflect on whether I integrated various

types of tasks, like collaborative tasks,

11 problem-solving tasks, and role-plays, to

engage students with different preferences

and abilities.

12 I reflect on whether my assessment tasks

were aligned with the learning objectives

and students' academic and professional

 needs.

I reflect on whether I provided constructive

feedback in a friendly manner to help

13
students' language development and address

areas for improvement.

I reflect on whether I fostered critical

14 thinking skills and sociocultural awareness

through English language instruction.

Section 4: Reflections on Teaching English Grammar Lessons

Issue Strongly Neutra Strongly

Statement Agree Disagree
s agree l disagree
I reflect on whether I adopted an inductive

15 or deductive approach or both, and

whether it worked or not.

I reflect on whether the focus was on

16 discrete point grammar or contextual and

holistic grammar.

I reflect on whether the focus was on

17 meaning or form or both, and whether it

worked the way it was done, or not.

I reflect on whether I use my reflections to

18
improve my next grammar lesson.
 Section 5: Reflections on Teaching English Listening Skills

Strongl
Strongly y
Issues Statement Agree Neutral Disagree
agree disagre
e
I reflect on whether I engaged

19 learners in listening for the

different sub-skills of listening.

I reflect on whether I exposed

students to different native and

20
non-native varieties of English in

listening lessons.

I reflect on whether I integrated

21 technology tools and resources to

enhance students' listening.

I reflect on whether

I adopted strategies to minimize

22
distractions and promote active

participation in listening.

Section 6: Reflections on Teaching English Speaking Skills

Strongl
Strongly Neutra
Issues Statement Agree Disagree y
agree l
disagree
 I reflect on whether I engaged the

students in different modes of speaking

like monologue (lectures), dialogues,

23
presentation, interviews, debates,

extempore speeches, telephonic and

face-to-face conversations, etc.

I reflect on whether I provided

sufficient speaking practice in pair,

24
group and other types of activities in

class.

I reflect on whether I emphasised

25
pronunciation in speaking.

I reflect on whether I

26 emphasized on both correctness and

fluency.

I reflect on whether I ensured

27 participation of all students in speaking

practice.

Section 7: Reflections on Teaching English Reading Skills

Strongly Strongly
Issues Statement Agree Neutral Disagree
agree disagree
28 I reflect on whether the lesson

plan had pre, while and post

 reading stages.

I reflect on whether I activated

students’ background knowledge

29
on the topic in the pre-reading

stage.

I reflect on whether students were

30 engaged in reading in the

classrooms.

I reflect on whether students were

engaged in discussion on
31
different questions from the

reading passage.

Section 8: Reflections on Teaching English Writing Skills

Strongly Strongly
Issues Statement Agree Neutral Disagree
agree disagree
I reflect on whether I focused on

32 using grammar correctly in

writing.

I reflect on whether the lesson had

33 any focus on the organization of

writing.

34 I reflect on whether I emphasized

on the content and format of

 writing.

I reflect on whether I engaged the

35 students in brainstorming to

generate ideas.

I reflect on whether I gave them

36
feedback on their writing.

I reflect on whether I engaged

37 them in self-editing and peer

editing.

Section 9: Possible Challenges of Practicing Reflective Teaching

Issues Statement Strongly Agree Neutral Disagree Strongly

agree disagree
1 I face challenges to practice

Reflective Teaching in my

classes-

2 I face more difficulties in time

constraints, heavy workload, lack

of instructions, lack of

motivation, large class size.

Section 9: Prospects of Reflective Teaching Practice for English Language

Strongly Strongly
Issues Statement Agree Neutral Disagree
agree disagree
 Reflective teaching will prove

1 useful for improving teaching

quality of teachers.

Despite some initial challenges

like developing teachers’

2 awareness of the reflection

process and dimensions, it will

not be difficult to practice.

In teacher training programs,

dimensions of reflection may be

3
covered to help teachers reflect

and improve.

Although it is not practiced

widely, it should be made

4 mandatory for teachers to reflect

on each lesson taught and

improve upon it.

Teachers’ intuitive knowledge,

and their own experience as

5 both learners and teachers can

be used as primary focus for

reflection and improvement.

6 The department heads can make

it mandatory for teachers to

 reflect on and improve each

lesson.

Although many teachers are not

familiar with it, once they start

7
using it, they will enjoy doing

it.

Teachers’ own beliefs, values

8 and practices will prove their

resources for reflection.

Reflective teaching will help

9
attain course learning outcomes.

With little effort, it can be

implemented by all teachers,

and thereby the overall teaching

10
and learning of English will

significantly improve in

Bangladesh.

Section 10: Open ended questions

1. What is your understanding about reflective teaching?
2. Do you think that teachers reflect on their teaching for improvement? If yes, how?
3. Please write a note about the prospects and possibilities of reflective teaching in
Bangladesh.