Shared Ground, Separate Views: Exploring Self-Reported and Observed Positive EFL Teaching Practices

Authors

  • Asma Alshehri

    English Language Skills Department, King Saud University, Riyadh 11421, Saudi Arabia
  • Basim Alhasnan

    English Language Skills Department, King Saud University, Riyadh 11421, Saudi Arabia
  • Ebtesam Abdulhaleem

    King Salman Global Academy for Arabic Language, Riyadh 12251, Saudi Arabia
  • Asma Alyousef

    English Language Skills Department, King Saud University, Riyadh 11421, Saudi Arabia
  • Aysha Sharif

    English Language Skills Department, AlKhaleej Training and Education at King Saud University, Riyadh 11421, Saudi Arabia
  • Ayaan Aidid

    English Language Skills Department, AlKhaleej Training and Education at King Saud University, Riyadh 11421, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v7i9.10477
Received: 12 June 2025 | Revised: 2 July 2025 | Accepted: 14 July 2025 | Published Online: 16 September 2025

Abstract

Professional development initiatives and teacher training programs continually adapt to the evolving needs of language learners. The present study explores positive teaching practices in an English-as-a-Foreign-Language (EFL) context, drawing on the perspectives of both teachers and supervisors. The emphasis on positive practices is rooted in the belief that challenges are best confronted by focusing on strengths rather than weaknesses. As such, the study aims to identify convergences and divergences in what constitute positive teaching practices. To achieve this aim, a qualitative approach is employed, drawing on thematic analysis of data from teacher reflection reports, focus group discussions, and observer feedback reports. The findings reveal both shared understandings and notable differences between teachers' and observers' perspectives. Teachers focused on their own planning and responsibilities, such as time management and self-reflection, whereas observers prioritized classroom dynamics, including teacher–student rapport and student engagement. Such findings may provide insights into positive EFL teaching practices, emphasizing the salient value of teacher reflection for professional development. The differences highlight the value of considering multiple perspectives when defining positive teaching practices. The findings can also inform teacher training programs and promote a more comprehensive approach to EFL instruction by inconrporating both teacher and observer perspectives.

Keywords:

Observation Reports; Positive Teaching Practices; Professional Development; Self-Reflection; Teacher Beliefs

References

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How to Cite

Alshehri, A., Alhasnan, B., Abdulhaleem, E., Alyousef, A., Sharif, A., & Aidid, A. (2025). Shared Ground, Separate Views: Exploring Self-Reported and Observed Positive EFL Teaching Practices. Forum for Linguistic Studies, 7(9), 941–952. https://doi.org/10.30564/fls.v7i9.10477

Issue

Vol. 7 , Iss. 9 (September 2025): In progress

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Article

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Copyright © 2025 Asma Alshehri, Basim Alhasnan, Ebtesam Abdulhaleem, Asma Alyousef, Aysha Sharif, Ayaan Aidid

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.