ABSTRACT
Not only do we talk about experiences differently from how we write about them, but we are also aware that each mode has its own advantages and limitations as a medium for reflection. But while ample research has already supported the value of written reflection, scant work has examined learner engagement in individual spoken reflection across disciplines. This chapter reviews the empirical evidence across disciplines as relevant to language teaching professionals in making use of individual oral reflection. It then presents another case of practitioner research to illustrate the integration of individual spoken reflection into the classroom and help readers appreciate the research and its key findings. It thereby seeks to help practitioner researchers connect with the strategies for integrating spoken reflection introduced in Chapter 10, and to help them adopt or adapt aspects of the practitioner research in this chapter that suit their own teaching/research needs as they conduct their own practitioner research, as explicated in Chapter 14.
