Exploring the Use of Gibbs’ Reflective Model in Enhancing In-Service ESL Teachers’ Reflective Writing

While the importance of reflective writing is widely acknowledged worldwide, lack exposure to systematic models enhance reflexivity a major concern among in-service teachers in many developing countries. This paper presents qualitative case study that aimed explore elements reflected by group English as Second Language through their writing. Specifically, it explored how wrote reflections before Gibb’s model was introduced them well examined what extent managed help write better reflections. contributed body knowledge on teachers. Gibbs’ framework guide for eight weeks. Multiple methods such semi-structured interviews, reflection logs and field notes were collected thematically analysed. The findings indicated teaching after using model. reported provided clearer guidelines reflection, minimized difficulties evaluation analysis teaching, space thinking about action plans. Gibbs’s can be used tool ESL teachers’ professional development.