A Narrative Inquiry of a Non-native EFL Teacher’s Reflection on Reading and Writing Proficiency
DOI:
https://doi.org/10.65576/indofes.v3i1.34Keywords:
English proficiency, self-reflection, narrative inquiry, EFL teacherAbstract
Self-reflection implies a critical approach to evaluating one’s thoughts and acts of achieving something. This study aimed to explore the experiences of acquiring the English language throughout the years as a non-native EFL teacher focusing on reading and writing skills. This study employed a narrative inquiry design to report the experiences and reflections on how the EFL teacher has developed her reading and writing proficiency. The data were collected and analyzed by employing narrative analysis. The study showed how the authentic materials used by the EFL teacher during her learning and teaching experiences played a significant role. In addition, the study indicates the importance of reflecting on one’s experience in acquiring English as a foreign language to plan the proper techniques to be implemented in the class..
References
ACTFL. (2024). ACTFL proficiency guidelines (pp. 1–56). https://www.actfl.org
Bai, B., & Wang, J. (2023). Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence. Language Teaching Research, 27(5), 1193–1216. https://doi.org/10.1177/1362168820971740
Bojovic, M. (2010). Reading skills and reading comprehension in English for specific purposes. The International Language Conference on the Importance of Learning Professional Foreign Languages for Communication between Cultures. https://www.researchgate.net/publication/261213403_Reading_Skills_and_Reading_Comprehension_in_English_for_Specific_Purposes
Brown, H. D., & Abeywickrama, P. (2018). Language assessment: Principles and classroom practices (3rd ed.). Pearson Education.
Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Daud, A. (2021). Becoming an English teacher: An autobiographical narrative inquiry. AL-ISHLAH: Jurnal Pendidikan, 13(1), 90–98. https://doi.org/10.35445/alishlah.v13i1.405
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118. https://doi.org/10.1017/S0261444807004144
Goupil, L., & Kouider, S. (2019). Developing a reflective mind: From core metacognition to explicit self-reflection. Current Directions in Psychological Science, 28(4), 403–408. https://doi.org/10.1177/0963721419848672
Harmer, J. (2007). The practice of English language teaching (4th ed.). Longman.
Jouhar, M. R., & Rupley, W. H. (2021). The reading–writing connection based on independent reading and writing: A systematic review. Reading & Writing Quarterly, 37(2), 136–156. https://doi.org/10.1080/10573569.2020.1740632
McDonough, J., & McDonough, S. (2014). Research methods for English language teachers. Routledge. https://doi.org/10.4324/9781315832548
Ruslin, R., Syaifa, N., & Faqihudin, D. (2022). Self-reflection of EFL teachers in improving the quality of teaching speaking skills. Pendidikan dan Pembelajaran Berbasis Multidisciplinary di Era Society 5.0. https://www.researchgate.net/publication/362532319_Self-Reflection_of_EFL_Teachers_in_Improving_the_Quality_of_Teaching_Speaking_Skills
Schoonen, R. (2019). Are reading and writing building on the same skills? The relationship between reading and writing in L1 and EFL. Reading and Writing, 32(3), 511–535. https://doi.org/10.1007/s11145-018-9874-1
Sedikides, C., & Skowronski, J. J. (1995). On the sources of self-knowledge: The perceived primacy of self-reflection. Journal of Social and Clinical Psychology, 14(3), 244–270. https://doi.org/10.1521/jscp.1995.14.3.244
Shekh-Abed, A. (2024). Metacognitive self-knowledge and cognitive skills in project-based learning of high school electronics students. European Journal of Engineering Education, 1–16. https://doi.org/10.1080/03043797.2024.2374479
Tulkinjonovna, B. F., Jurakulovna, K. L., & Qizi, M. M. J. (2021). Impacts of reading books in improving writing proficiency. Academicia Globe, 2(05), 23–26. https://www.neliti.com/publications/343780/impacts-of-reading-books-in-improving-writing-proficiency#cite
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Lenni Novrianti Purba, Sri Sumarni
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
