REFLECTIVE LESSON PLANNING AND ITS INFLUENCE ON LEARNER-CENTRED ENGLISH LANGUAGE TEACHING

Abstract

This article examines how reflective lesson planning supports learner-centred English language teaching through the systematic interpretation of classroom evidence. Drawing on research into reflective practice, curriculum development, and formative assessment, it explores connections between teacher decision-making, learner participation, differentiated support, and autonomy. The analysis suggests that reflection becomes educationally valuable when observations inform specific changes to subsequent lessons. Practical examples illustrate how teachers can reconsider activities, feedback, and assessment while acknowledging contextual constraints and avoiding unsupported assumptions about learning outcomes