Integrating Self- and Peer Video-Based Reflective Practice in Developing Classroom Interactional Competence Among Graduate EFL Student Teachers
Keywords:
classroom interactional competence, graduate EFL, peer reflection, self-reflection, student teachers, video-based reflective practiceAbstract
Reflective practice is a core component of teacher education, yet research on integrating self- and peer video-based reflection to develop Classroom Interactional Competence (CIC) remains limited, particularly in graduate English as a Foreign Language (EFL) teacher education. This study explored how self- and peer video-based reflective practice supports the development of Classroom Interactional Competence among graduate EFL student teachers. A qualitative case study was conducted with twelve graduate EFL student teachers enrolled in a microteaching course at an Indonesian university. Data were collected through classroom observations, teaching video recordings, self-reflection journals, peer reflection forms, and semi-structured interviews, and analyzed using Braun and Clarke's (2021) reflexive thematic analysis. The findings showed that integrating self- and peer video-based reflection enabled participants to critically examine classroom interaction, gain multiple perspectives on their teaching, and engage in collaborative reflective dialogue that enhanced professional learning. Video recordings provided authentic evidence for reflection, while peer feedback revealed interactional features often overlooked during self-review. Together, these processes fostered interactional awareness and strengthened Classroom Interactional Competence. The study proposes an integrated model of self- and peer video-based reflective practice to inform interaction-oriented teacher education in graduate EFL contexts.
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Copyright (c) 2026 Nico Irawan, Nunung Nurjati, Ahmad Zaqi Fuat, Almira Yasmine
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