Systematic review analyzes the impact of reflective practice on self-efficacy beliefs in language teachers, highlighting quantitative and qualitative findings.
This manuscript presents a systematic review of empirical studies conducted between 2010 and 2024, analyzing ten studies on the relationship between reflective practice and language teachers’ self-efficacy (LTSE) beliefs. The findings reveal the use of a diverse range of qualitative, quantitative, and mixed-methods approaches, incorporating various data collection and measurement tools. The review underscores how reflective practice has positively influenced LTSE, supported by both statistical and qualitative evidence. Quantitative studies consistently show a positive relationship between reflective practice and LTSE beliefs, indicating that the two are mutually reinforcing, though the strength of this relationship varies across different studies. Qualitative and mixed methods studies add further nuance and detail to this relationship. By examining these dynamics, the review provides valuable insights for language teacher educators and policymakers, offering guidance on how to design reflective practice activities that effectively enhance LTSE beliefs.
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Faez et al. (2025) studied this question.
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