Unlock the Reflective and Reflexive Practices in Learning: Testing the Possible Predictors in EFL Context

Abstract

This study examines the use of reflective and reflexive practices among English as a Foreign Language (EFL) students and explores the impact of predictors such as gender, motivation, and academic performance on these practices. This study emphasizes the importance of reflection and reflexivity in education, highlighting their role in enhancing learning outcomes, problem-solving abilities, and life competencies. Involving 62 B2-level EFL students from a B.A. program at École Normale Supérieure (ENS), Moulay Ismail University, Meknes, Morocco, data was collected through an online questionnaire and analyzed using descriptive statistics, Pearson correlation coefficient, and t-tests. The findings revealed a noticeable disparity between reflective and reflexive practices, with reflective strategies being more commonly used. Additionally, this study identifies variability in individual practice patterns and examines how gender, motivation, and academic performance influence these practices. This study underscores the need for targeted training in strategic planning, digital tool integration, and gender-sensitive approaches to improving learning outcomes. It also advocates motivational techniques, social learning strategies, and collaborative projects to foster reflection and enhance student engagement. Longitudinal studies are needed to further refine educational practices for long-term success.