Reflective Teaching through Continuous Assessment: Developing Speaking Skill in an EFL Context
Huda, Shamsi Ara
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In EFL context, teachers’ frequent adjustment with students’ particular needs is a pre-condition to facilitate students’ active learning of speaking skill. And only a systematic reflection can have a consistent adjustment. Continuous assessment is a process through which both the teachers and the students can feedback each-other and thus can elicit a two way reflection which can have a significant impact in improving both the students’ way of reception and the teachers’ way of instruction. This paper acknowledges the existing teacher and student assessment process of private universities in Bangladesh and examines how a teacher’s regular journal can emerge a more frequent reflective approach in providing face-to-face feedback and in developing specific learner centered strategies.