Postlesson affordance‐based reflective discussion in ELT classes

Abstract

AbstractThis article points out the need for postlesson affordance‐based reflective discussions as the traditional outcome‐based approach does not allow high levels of reflection to take place. After introducing the iceberg of reflection, it proposes a theoretical ground for discussions on the premise of learning affordances. Identifying the learning opportunities and factors of inhibition, teachers can holistically assess their teaching practices and orient the direction of future lessons. The article also suggests that postlesson affordance‐based discussions should channel more diverse stakeholders with teacher–student discussions, peer discussions, and self‐discussions based on the four lenses of critical reflection. Teachers can also invite different stakeholders in a joint discussion so that different voices can triangulate and complement each other. Acknowledging the importance of differential learning and teaching, the author recommends how teachers can hold discussions in different classroom contexts to foster language emergence and empower learners.