Although the previous studies have identified notable gaps in the implementation of reflective teaching by English language (EL) instructors, there has been insufficient focus on the strategies they employ to enhance this practice at the university level. This study aimed to fill this gap by exploring the techniques and approaches used by EL instructors to enhance reflective teaching practices in English as Foreign Language contexts in South Ethiopian higher education. A qualitative inquiry, employing a phenomenological design, was used to explore the lived experiences of EL instructors. Data were gathered through classroom observations and semi-structured interviews with 10 participants each, selected via purposive sampling from three government universities. The data were transcribed, coded, and analyzed thematically using a six-stage process. The findings indicate that successful enactment of reflective teaching necessitates multi-level strategies: (1) systematic utilization of reflective tools (e.g. diaries, video recording, colleague input); (2) organizational backing via updated syllabi, lighter workloads, and designated reflection time; (3) financial inducements such as equitable pay and achievement-related benefits; and (4) cooperative settings comprising professional development groups and peer monitoring. The results emphasize the need for a harmonized, context-aware approach involving instructors, institutions, and policymakers to integrate strategies that consistently enhance reflective teaching practice in EFL instruction. Consequently, it is concluded that understanding how EL instructors use strategies to enhance reflective teaching can lead to practical implementations, even in higher education environments with limited resources.
Tora et al. (Mon,) studied this question.