Résumé:
The present study aims at investigating both teachers’ and students’ use and attitudes towards self-reflection at the department of English at Guelma University. Over the past few decades, the processes of teaching and learning English have witnessed many changes. As a result, many methods and strategies were implemented to improve the quality of teaching and learning. In fact, students are not the only ones who are supposed to think about their learning journey, even teachers are required to reflect on their teaching practices in order to examine the efficiency of their instructive method, hence, change and improve it if necessary. However, in Guelma University, teachers and learners at the department of English may not implement reflective teaching and learning respectively, which may imply their unreadiness or unawareness about its role in enhancing and facilitating the teaching/ learning process. In order to reach the aforementioned aim, a quantitative method has been adopted. More precisely, two questionnaires have been administered to collect the wanted data from 11 teachers and 50 Master two students. The findings of this study indicate that though instructors and the majority of the students at the department of English are aware of the concept of self-reflection and have a positive attitude towards it, they encounter many predicaments in putting it into practice. As a result, it is critical to recognize and treat such kind of obstacles and try to facilitate and encourage the use of self-reflection for better outcomes.
