Using Self-reflection in Listening Skills English Proficiency for Teacher Course through Web Source
Keywords:Listening, Self-reflection Learning, CEFR, Magister Students
Self-reflection has been touted as a possible path to work-based learning. However, the goal of this study is to use self-reflection to help B2 and C1 students at the CEFR level enhance their listening skills. This finding is expected to serve as a guide for educators, government officials, corporate leaders, and academics interested in promoting, creating, and implementing self-reflection learning in English listening. This research included two types of analyses. To begin, the writers look at master students in an English proficiency program's self-reflection. Second, the authors look into how people search for self-reflection learning in listening on the internet. The authors specifically employed Google Classroom and web resources to analyze real-world data from 14 students in listening B2 and C1 who completed a listening self-reflection exercise. Students still had some difficulty listening, according to the findings from the study of the identified self-reflection listening assignment. From the perspective of work-based learning, self-reflection has been identified as an important topic in talent development. Self-reflection should be encouraged, created, and implemented by policymakers, educators, researchers, and participants to assist individuals learn on the proper route through valid knowledge and ethical reasoning.
Copyright (c) 2022 Bariq Hammam Rabbani, Siti Drivoka Sulistyaningrum
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