The Role of Reflective Learning in Teaching English Literature: A Pedagogical Approach

ABSTRACT

This study investigates the role of reflective learning in enhancing the teaching and learning of English literature. Reflective learning, which encourages students to critically assess their experiences and engage deeply with course content, is explored as a pedagogical tool aimed at improving students comprehension and analytical skills. A sample of 150 undergraduate students from diverse academic backgrounds participated in this study, engaging in reflective activities such as journaling, group discussions, and self-assessment exercises related to their literature coursework. Data was collected through pre- and post-study surveys, interviews and analysis of students reflective writings. The results of this study demonstrate that reflective learning has a significant positive impact on students ability to critically engage with literary texts, fostering a deeper understanding of themes, characters, and literary techniques. Additionally, students reported increased motivation, enhanced participation in class discussions, and a stronger sense of connection to the material. The findings suggest that reflective learning not only promotes a more active and engaged learning experience but also nurtures critical thinking and creativity, both of which are essential for success in literature studies. This study contributes to the growing body of literature on effective pedagogical strategies and offers practical implications for educators seeking to integrate reflective practices into their teaching methods.

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