ABSTRACT
This chapter discusses the main reflective practice instruments or tools used to encourage and reviews facilitate reflection in the studies. Writing was the second most frequently used reflective practice instrument to encourage teaching English to speakers of other languages (TESOL) teachers to engage in reflective practice. The chapter presents an analysis of the different types of writing used to foster reflection by pre-service TESOL teachers first and this is followed by in-service TESOL teachers' use of writing. Classroom observations and follow-up video analysis were used as reflective instruments to encourage TESOL teachers to engage in reflective practice, but not as frequently as the reflective practice instruments of discussion and writing. Action research was also represented in the studies reviewed as a reflective practice instrument, but much less frequently than discussion, writing and classroom observation. Cutrim Schmid and Hegelheimer encouraged pre-service TESOL teachers to engage in an action research project in conjunction with CALL course and technology-rich field experiences.
