Abstract
The ongoing journey of ELT in Algeria have become crucial; academicians have encouraged teachers to adopt critical methods such as those applied in the “Reflective Teaching Approach”. Reflection implies an internal investigation that boosts teachers to be self-aware by tuning into their competences, feelings and behaviors through the adoption of particular metacognitive practices. This study aims at tackling the challenges of reflective practices on ELT in the Algerian Secondary School in the city of Tebessa through, first, utilizing both the “humanistic” and “sociocultural” approaches and, second, adopting a descriptive method via conducting a qualitative structured questionnaire submitted to the teachers.
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