English Teachers' Use of Critical Reflection to Enhance Students' Engagement through Activity and Feedback: Higher Diploma Program Trained Teachers at Ambo University in Focus

Abstract

The study investigated how English teachers trained in the Higher Diploma Program at Ambo University use critical reflection to enhance student engagement through classroom activities and feedback. Despite the emphasis on critical reflective practices training in the university, there is limited empirical evidence on how these are applied in practice. Using an exploratory sequential mixed-methods approach, data were collected from 35 purposefully selected English teachers through classroom observations, interviews, and questionnaires. In the first phase, classroom observations and follow-up interviews were carried out with five sections; in the second phase, questionnaires were distributed to all 35 teachers. Qualitative data were thematically analyzed, while quantitative data were analyzed using descriptive statistics employing SPSS version 25. The findings reveal that there is minimal use of critical professional reflection to engage students, indicating a significant gap between theoretical understanding and practical application. This leads to the conclusion that there is a limited awareness among teachers regarding critical reflection in improving language learning. The study suggests the need for targeted professional development to bridge this gap and underscores the importance of embedding critical reflective practices more effectively into English language teaching.