Integrating Reflective Teaching with Dynamic Assessment to Enhance EFL Teachers’ Autonomy, Self-assessment, and Communication Skills

This article reports on an empirical study investigating the impact of using a reflective teaching model supported by dynamic assessment in English teaching sessions, and how it enhanced primary English language teachers’ autonomy, self-assessment, and linguistic communication skills. The study employed a quasi-experimental design with pre-test and post-test measures and a control group. The participants were 40 English language teachers working at primary government schools during the 1st semester of the academic year 2023/24 in Saudi Arabia. The experimental group completed 12 sessions of teaching, guided by a reflective teaching model that incorporated dynamic assessment principles, while the control group followed the traditional teaching approach. The data collection instruments included a teacher autonomy questionnaire, a self-assessment checklist, and a linguistic communication test. This was done to determine The results revealed that the experimental group showed significant improvement in their autonomy, self-assessment and linguistic communication skills compared to the control group. The study concluded that using a reflective teaching model supported by dynamic assessment in teaching sessions can foster primary English language teachers’ professional development and enhance their language teaching outcom