Effects of multilevel reflection model instruction on Lao pre-service teachers' english teaching performance

Abstract

The objectives of this study were to investigate the effects of Multilevel Reflection Model Instruction on Lao pre-service teachers’ English teaching performance and to explore the opinions of Lao pre-service teachers on the arranged activities in each level of Multilevel Reflection Model. The samples were 20 pre-service teachers who enrolled in Methodology course at Faculty of Education, National University of Laos. Purposive Sampling technique was used. The duration of the experiment lasted 12 weeks. The research instruments were teaching evaluation form before and after teaching performance, reflective journal writing and a questionnaire. The data were analyzed using descriptive statistics, the Wilcoxon Matched-Pairs Signed-Rank Test, and content analysis.

The findings revealed that 1) the English teaching performance scores were increased without statistically significant at the level of 0.05. 2) Pre-service teachers’ reflective journal writing through their teaching improved from level 2-Descriptive Reflection to the level 3-Pedagogical Reflection. 3) Pre-service teachers expressed positive opinions towards the treatment.