USE OF TEACHERS' REFLECTIVE THINKING IN TEACHING

ABSTRACT NOUNS IN ENGLISH LANGUAGE TO SENIOR

SECONDARY SCHOOL STUDENTS IN GWAGWALADA AREA
COUNCIL, FCT ABUJA, NIGERIA

BY

OLUBIYI, Boluwatife Precious

Reg. No.: 20/204ARE/083

BEING A PROJECT SUBMITTED TO THE DEPARTMENT OF ARTS

EDUCATION, IN THE FACULTY OF EDUCATION, IN PARTIAL
FUFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF B.A
(Ed.) ENGLISH LANGUAGE IN THE UNIVERSITY OF ABUJA

AUGUST, 2024
1
 DECLARATION

I declare that the project is a product of an original research work conducted by

me. It has not been presented for the award of any degree in any university. The
ideas, observations, comments, suggestions, and expressions herein represent my
own convictions, except quotations, which have been acknowledged in accordance
with conventional academic traditions.

……………………………….. ………………………………..
OLUBIYI, Boluwatife Precious DATE
REG. No: 20/204ARE/083

2
 CERTIFICATION

This work: "Use of Teachers' Reflective Thinking in Teaching Abstract Nouns in

English Language to Senior Secondary School Students in Gwagwalada Area
Council, Fct Abuja, Nigeria" by OLUBIYI, BOLUWATIFE PRECIOUS with Reg.
No. 20/204ARE/083 has been read and approved as an original work of the
researcher. It has been approved as part of the requirements for the award of B.A.
(Ed.) English Language.

……………………………… ………………………………

Professor D. N. Rinji Date

(Supervisor)

……………………………… ………………………………

Dr. R.A. Iliyas Date

Head of Department

……………………………… ………………………………

External Examiner Date

3
 DEDICATION

This project is dedicated solely to GOD Almighty who broke all protocols for my
sake; He has been my guide, inspiration, courage builder and protector throughout
this program.

4
 ACKNOWLEDGEMENTS

A special appreciation goes to the Almighty GOD for life, strength, knowledge,
grace, protection, wisdom, guidance and support throughout the course of this
study.

To my amiable and wonderful supervisor, Professor D. G. Rinji Thank you for

always taking the time to check this research work despite the pain of correcting
every error, you have always corrected me with love and understanding ; your
efforts are really appreciated, sir.

Thanks to my HOD, Dr. Iliyas for his endless labor over us and also to my other
lecturers who have put in so much work to make sure we become great students of
this wonderful University, God bless you all.

I profoundly thank my loving parents, Mr. Olubiyi Abayomi and Mrs. Olubiyi
Grace for their immense support, encouragement, prayers, advise and upbringing, I
pray that God Almighty bless and reward all your good deeds. To my lovely sister,
Olubiyi Mercy, thank you for being supportive and always ready to give me a
shoulder to cry on.

I will also love to extend my heartfelt appreciation to my friends, Eze Ijeoma,

Akiode Fathiat, and Ojo Ayomide for their support, care, friendship, and
encouragement throughout my years in school.

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 TABLE OF CONTENTS

TITLE PAGE i

DECLARATION ii

CERTIFICATION iii

DEDICATION iv

ACKNOWLEDGEMENTS v

TABLE OF CONTENTS vi

ABSTRACT ix

CHAPTER ONE

1.0 INTRODUCTION

1.1 Background to the Study 1

1.2 Statement of the Problem 1

1.3 Purpose of the Study 3

1.4 Research Questions 3

1.6 Scope of the Study 4

1.7 Operational Definition of Terms 4

CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

2.1 Introduction 6

6
2.2 Conceptual Review 6

2.3 Theoretical Framework 19

2.4 Review of Previous Study 28

2.5 Summary 30

CHAPTER THREE

3.0 METHODOLOGY

3.1 Introduction 31

3.2 Research Design 31

3.3 Population of the Study 31

3.4 Sampling Size and Sampling Procedure 32

3.5 Instrument for Data Collection 33

3.6 Validity and Reliability of Research Instrument 33

3.7 Method of Data Analysis 33

CHAPTER FOUR

4.0 DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

4.1 Introduction 34

4.2 Presentation of Data 34

4.3 Answering Research Questions 35

4.4 Summary of Findings 38

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4.5 Discussion of Findings 39

CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction 40

5.2 Summary 40

5.3 Conclusion 40

5.4 Recommendations 40

REFERENCES 43

APPENDIX

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 ABSTRACT

The study aimed at exploring “The Use of Reflective Thinking in Teaching

Abstract Nouns in English Language to Senior Secondary School Students in
Gwagwalada Area Council. The objectives centered on identifying and describing
the current teaching methodologies to teach abstract nouns employed in Secondary
schools in Gwagwalada., The research employed a survey research design and
involved a population of 60 English Language Secondary School teachers, which
were used for the sample size. Structured questionnaires consisting of 18 items
aligned with the research questions were used for data collection. Data analysis
employed percentages, tables, frequencies, and mean calculations. The study's
findings revealed that the use of reflective thinking helps the pupils to understand
abstract nouns more. The study recommends a Longitudinal Study on Reflective
Thinking Impact, Comparative Analysis with Other Regions, Qualitative
Exploration of Student Experiences. This provision is expected to enhance
teachers' efficiency in delivering lessons and enable students to better comprehend
abstract nouns in English Language.

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 CHAPTER ONE

1.0 INTRODUCTION

1.1 Background to the Study

In today's globalized world, the importance of acquiring proficiency in

foreign languages cannot be overstated. For nations like Nigeria, where English is
one of the official languages and holds significant importance for education and
communication, the ability to teach English effectively to young learners is a
pressing concern. Despite substantial investments of time, effort, and resources in
language education, it is evident that the outcomes are often less than satisfactory,
with an inordinate amount of effort expended (Ekinci, 2019).

While the realm of language learning has witnessed transformative shifts,

the domain of language teaching has seen a slower pace of change. Conventional
methods, predominantly rooted in content and grammar, continue to dominate
classrooms across Nigeria. However, to truly empower students with language
skills, there is a growing need to shift the focus from teaching grammar rules to
creating environments that facilitate effective language communication and
practical usage. A holistic approach that encompasses cognitive, affective, and
dynamic aspects of language teaching is imperative. This entails shifting the
emphasis from language structure to language use, with a keen focus on effective
communication, student engagement, and enjoyment in the learning process
(Ekinci, 2019). The cognitive and affective learning processes play pivotal roles in
shaping language acquisition and proficiency. Cognitive learning involves the
mental processes through which individuals acquire knowledge, understand
concepts, and develop problem-solving abilities. In the context of language

10
teaching, cognitive learning encompasses various aspects such as vocabulary
acquisition, grammar comprehension, and language production skills.

Effective language instruction leverages cognitive learning strategies to

scaffold students' understanding and application of linguistic concepts. For
instance, teachers may employ mnemonic devices, visual aids, and interactive
activities to facilitate vocabulary retention and grammar comprehension.
Furthermore, providing ample opportunities for practice and reinforcement helps
solidify language skills through repetition and application.

However, cognitive learning alone is insufficient for fostering

comprehensive language proficiency. The affective dimension of learning, which
pertains to emotions, attitudes, and motivation, plays a crucial role in shaping
students' language learning experiences and outcomes. Positive affective factors
such as enthusiasm, curiosity, and self-confidence can enhance students'
engagement, perseverance, and willingness to take linguistic risks. Conversely,
negative affective factors such as anxiety, frustration, and self-doubt can impede
learning progress and undermine students' confidence and motivation.

In this context, effective foreign language teaching is poised to enhance

students' interest and attitudes towards English language classes, potentially
leading to improved student performance. The holistic development of cognitive,
affective, and psychomotor skills in English language courses, within student-
centered and reflective learning environments, offers a promising avenue for
improvement. In this regard, reflective teaching emerges as a promising approach,
capable of enhancing the reflective skills of both teachers and students at the core
of foreign language learning (Duban and Yelken, 2010).

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 Reflective thinking, as an active and persistent consideration of beliefs and
knowledge in light of supporting evidence, offers students the opportunity to set
their own learning goals, take responsibility for their progress, identify and rectify
their errors. Moreover, it equips them with critical thinking strategies such as
questioning assumptions, summarizing, making comparisons, and more (Çubukçu,
2011). Reflective learning outcomes encompass deeper understanding, the ability
to apply knowledge in new contexts, self-directed learning, heightened emotional
awareness, and an increased capacity for alternative explanations and perspectives
(Schaub-de Jong, 2012).

While the concept of reflective thinking and teaching has deep historical
roots, it has gained momentum over the past century, spurred by the works of
educational philosophers like John Dewey and further developed by learning
psychologists such as Kurt Lewin, Vygotsky, and Jean Piaget. Reflective teaching
fosters the integration of theory and practice and encourages the conscious
application of experiential knowledge, furthering the progress of learners. The
current literature increasingly focuses on experiential learning and the development
and application of reflective practice (Dyment & O’Connell, 2014; Hébert, 2015;
Kurnaz, 2007).

However, the teaching of abstract nouns in the English language poses a

considerable challenge for educators worldwide, particularly at the senior
secondary school level. Abstract nouns, unlike their concrete counterparts,
represent intangible concepts such as emotions, qualities, and ideas, making their
comprehension and instruction inherently complex (Bachman & Palmer, 1996). In
Nigeria, specifically within the Gwagwalada Area Council of the Federal Capital
Territory, Abuja, this challenge is amplified by diverse linguistic backgrounds and
varying levels of exposure to English among senior secondary school students.
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 In addressing this pedagogical dilemma, the role of teachers becomes
paramount. Teachers serve as the primary facilitators of learning, shaping students'
understanding and proficiency in abstract nouns. However, effective teaching of
abstract nouns necessitates more than just the dissemination of information; it
requires a nuanced approach that integrates reflective thinking into instructional
practices (Dewey, 1933). Reflective thinking enables educators to critically assess
their teaching strategies, adapt their methods to suit students' needs, and
continually refine their instructional approaches (Schön, 1983).

Moreover, the significance of reflective thinking among teachers extends

beyond mere pedagogy. In the context of teaching abstract nouns, reflective
educators possess a deeper understanding of the challenges students face in
grasping these conceptual constructs. By engaging in reflective practices, teachers
can identify common misconceptions, tailor instructional materials, and implement
innovative teaching techniques that cater to the specific learning needs of their
students (Zeichner & Liston, 1996).

This research aims to explore the utilization of teachers' reflective thinking

in the teaching of abstract nouns to senior secondary school students in the
Gwagwalada Area Council. By examining how educators incorporate reflective
practices into their pedagogical approaches, this study seeks to elucidate the impact
of reflective thinking on students' comprehension and retention of abstract nouns.
Furthermore, it endeavors to identify the strategies and methodologies employed
by reflective teachers to enhance the efficacy of abstract noun instruction in
diverse classroom settings.

Through a comprehensive investigation of these variables, this research

aspires to contribute valuable insights to the field of English language teaching,

13
particularly within the Nigerian educational context. By elucidating the interplay
between teachers' reflective thinking, instructional practices, and students' learning
outcomes, this study endeavors to inform the development of more effective
pedagogical approaches tailored to the intricacies of teaching abstract nouns to
senior secondary school students.

1.2 Statement of the Problem

In the context of teaching abstract nouns to senior secondary school students

in Gwagwalada, Nigeria, several key challenges have motivated the researcher on
the use of reflective thinking. First and foremost, language proficiency emerges as
a critical issue, with students struggling to attain the necessary level of competency
in English, hindering effective communication and comprehension. Additionally, a
pervasive lack of motivation among students in learning abstract nouns has been
observed, leading to disinterest and reduced engagement in language-related
activities. In terms of teaching strategies, there is a recognized need for more
innovative and student-centric approaches, as traditional methods may prove
inadequate in capturing the attention and interest of learners. Furthermore, the
scarcity of educational resources, including textbooks, technology, and teaching
aids, poses a barrier to delivering high-quality English language instruction. These
challenges underscore the importance of exploring and implementing reflective
thinking as a pedagogical tool to address the complexities of teaching abstract
nouns in the senior secondary school context in Gwagwalada.

1.3 Purpose of the Study

The main objective of the study is to assess the use of reflective thinking in
teaching abstract nouns to Senior Secondary School Students. Specifically, the
objectives of this study are to:
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 1. identify the current teaching methodologies employed in teaching abstract
nouns in Secondary schools in Gwagwalada Area Council and;

2. explore the perceptions and attitudes of English language teachers towards

the use of reflective thinking in teaching abstract nouns in the classroom
and;

3. assess the impact of incorporating reflective thinking in English language

teaching on language learning outcomes and motivation and;

4. investigate the challenges of using reflective thinking in teaching Abstract

nouns in English Language

1.4 Research Questions

This study seeks to address the following questions:

1. What are the current teaching methodologies employed in teaching abstract

nouns in Secondary schools in Gwagwalada Area Council?

2. What are the perceptions and attitudes of English language teachers toward
the use of reflective thinking in the classroom?

3. What is the impact of incorporating reflective thinking on students' language

learning outcomes and motivation?

4. What are the challenges of using Reflective Thinking in teaching Abstract

Nouns in English Language?

1.5 Significance of the Study

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 The findings of this research will contribute to the body of knowledge on
language education in Nigeria and the broader context of reflective thinking in
pedagogy. The study's results will be of immense importance to students, teachers,
parents, and school administrators.

For the students, the findings of this study will lead to a more engaging and
effective learning experience. It would help them develop critical thinking skills,
which are valuable not only for language acquisition but also for general cognitive
development.

For the teachers, the findings of this study will grant them insights into how
reflective thinking can improve their teaching methods and help students learn
English more effectively. It will provide them with new strategies and approaches.

For the parents, the findings of this study will help them understand the
importance of reflective thinking in teaching English to their children, and they can
support and encourage its use in their children's education.

For school administrators, the findings of this study will help them make
informed decisions about curriculum development and teacher training programs.
It will also help them improve the quality of English language education in their
institutions. They can further implement policies and guidelines that encourage the
use of reflective thinking in English language instruction.

1.6 Scope of the Study

The study focuses on the use of reflective thinking in teaching Abstract

Noun to students in Secondary schools in Gwagwalada Area Council, FCT., Abuja,
Nigeria. The study will focus on all the Senior Secondary English Language
Teachers in Gwagwalada Area Council
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1.7 Operational Definition of Terms

Reflective Thinking: Reflective thinking is the cognitive process of examining

and analyzing one's thoughts, and actions.

Teaching: Teaching refers to the process of imparting knowledge, skills, and

values to learners.

English Language: English language refers to a widely spoken global language

that serves as a means of communication, instruction, and interaction in various
fields.

Abstract Nouns: words that represent intangible concepts, such as ideas,

emotions, qualities, or states, rather than tangible objects. Examples include "love,"
"happiness," "freedom," and "justice."

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 CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter presents an in-depth insight into the Use of Reflective Thinking
in Teaching Abstract Nouns to Children in Nigeria. Therefore, the chapter is
divided into the Conceptual Framework, the Theoretical Framework, a Review of
Previous Studies, the Summary of the Literature, and the Literature Gap.

2.2 Conceptual Framework

Abstract Nouns Use of Reflective Thinking in

Teaching

Use of Reflective Thinking in

Reflective Thinking Use of Reflective Thinking in
Teaching Students English
Teaching Students
Language

Use of Reflective Thinking

in Teaching English
Language

2.2.1 Concept of Reflective Thinking

Reflective thinking is a cognitive process that delves into the depths of one's
thoughts, experiences, and actions. It involves a profound level of introspection
and critical examination, allowing individuals to gain meaningful insights and
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understanding. This unique cognitive process is part of metacognition, which
involves thinking about one's own thinking and learning processes. In reflective
thinking, self-awareness takes center stage. It begins with individuals being
conscious of their thoughts, emotions, and behaviors. By recognizing their
strengths, weaknesses, and areas for improvement, they lay the foundation for
deeper exploration. The process goes beyond mere surface-level observations.
Reflective thinkers engage in critical analysis, delving into experiences to uncover
underlying factors, assumptions, and implications. This in-depth examination
empowers individuals to make informed decisions and evaluate their actions more
effectively. Metacognitive skills are key players in reflective thinking. Engaging in
this cognitive process requires higher-order thinking skills, such as self-
monitoring, self-regulation, and self-assessment. These skills allow individuals to
navigate their inner world and understand the mechanisms guiding their thoughts
and actions. Creating time and space for reflection is vital. A dedicated moment of
contemplation and introspection enables individuals to delve into their experiences
more profoundly. In a conducive environment, they can explore the complexities
of their thoughts and emotions, gaining a more comprehensive understanding of
themselves. Reflective thinking finds applications in various aspects of life. In the
realm of education, it enhances learning experiences and outcomes. Students are
encouraged to assess their progress, identify areas for improvement, and set future
learning goals, fostering a sense of ownership over their learning journey.
Moreover, reflective thinking plays a significant role in professional development.
Professionals engage in introspection to evaluate their practices, identify strengths,
and develop strategies to enhance their performance. On a personal level, reflective
thinking is a catalyst for growth and self-improvement. It facilitates a deeper
understanding of personal values, beliefs, and aspirations, leading to greater self-
awareness.
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 Furthermore, reflective thinking supports decision-making processes. By
contemplating various perspectives and weighing the pros and cons, individuals
can make well-informed choices. In problem-solving scenarios, reflective thinking
shines. It enables individuals to assess challenges, explore potential solutions, and
evaluate their effectiveness, leading to more robust problem-solving outcomes. The
reflective thinking process follows a cyclical path. It starts with an experience,
which can be an event, situation, or learning activity. From there, individuals
observe, analyze, and interpret the experience, drawing meaning from it and
connecting it to their existing knowledge. Finally, they learn from the reflection
and take action, making changes based on the insights gained.

Reflective thinking is a powerful tool that individuals can apply repeatedly

to deepen their understanding, enhance learning, and foster personal and
professional growth. By peering into the realm of their thoughts and experiences,
individuals unlock a world of knowledge and self-awareness, propelling them
toward success and fulfillment in various facets of life.

2.2.2 Teaching Methodologies employed in teaching Abstract Nouns

Using reflective thinking in teaching abstract nouns in the English language

presents several challenges. Reflective thinking involves critically analyzing one's
own thoughts, actions, and experiences to gain deeper understanding and improve
teaching practices (Dewey, 1933). However, when applied to teaching abstract
nouns, educators encounter specific obstacles that hinder effective instruction.

Firstly, abstract nouns, which denote intangible concepts or qualities, such

as love, justice, or happiness, are inherently challenging for students to grasp due
to their non-physical nature (Kövecses, 2000). Teaching these concepts requires
instructors to engage students in abstract thinking processes, which can be

20
cognitively demanding and may not align with students' concrete operational
thinking stages (Piaget, 1954).

Secondly, the lack of concrete examples or visual representations for

abstract nouns complicates the teaching process. Unlike concrete nouns, which
represent tangible objects, abstract nouns often lack physical referents, making it
difficult for students to conceptualize them (Dixon, 1982). This absence of tangible
referents diminishes students' ability to relate to and internalize abstract concepts,
hindering their understanding.

Moreover, the ambiguity and subjectivity inherent in abstract nouns further

complicate their teaching. Abstract concepts are often open to interpretation and
can vary in meaning depending on context and individual perspectives (Lakoff &
Johnson, 1980). Teaching abstract nouns requires educators to navigate this
ambiguity and provide clear explanations while acknowledging diverse
interpretations, which can be challenging.

Furthermore, students' prior experiences and cultural backgrounds influence

their understanding and interpretation of abstract nouns (Pavlenko, 2002).
Educators must consider these diverse perspectives and adapt their teaching
approaches to accommodate students' varied backgrounds and linguistic
competencies, adding another layer of complexity to the instructional process.

Additionally, assessing students' understanding of abstract nouns poses a

challenge. Traditional assessment methods, such as multiple-choice tests, may not
adequately capture students' comprehension of abstract concepts, which often
require more nuanced evaluation (Shavelson et al., 2008). Assessments must be
designed to elicit students' reflective thinking and demonstrate their grasp of
abstract concepts effectively.

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 Employing reflective thinking in teaching abstract nouns in the English
language presents numerous challenges, including the inherent difficulty of
abstract concepts, the lack of concrete examples, ambiguity, cultural influences,
and assessment complexities. Educators must navigate these obstacles creatively
and thoughtfully to facilitate students' understanding and mastery of abstract nouns
effectively.

2.2.3 Use of Reflective Thinking in Teaching

Reflective thinking in teaching, a dynamic and essential process, involves

educators critically examining and analyzing their teaching practices to enhance
professional development and improve student learning outcomes. Scholars such
as Donald Schön, John Dewey, Stephen Brookfield, and others have significantly
contributed to the understanding of reflective thinking in the field of education.

Donald Schön's concepts of "reflection-in-action" and "reflection-on-action"

emphasize the ongoing, adaptive nature of reflection. Schön posits that effective
teaching requires educators to think on their feet during the teaching process
(reflection-in-action) and reflect on their practice after teaching has occurred
(reflection-on-action).

John Dewey's theory of reflective thinking underscores a systematic process

of problem-solving and decision-making in education. He advocates for an active,
persistent, and careful consideration of beliefs or knowledge in light of supporting
grounds and potential conclusions.

Stephen Brookfield's Reflective Practitioner model offers a multi-

dimensional approach, encouraging teachers to consider various perspectives,

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including autobiographical reflection, students' eyes, colleagues' experiences, and
theoretical literature in their reflective process.

The "What? So what? Now what?" model proposed by Rolfe, Freshwater,

and Jasper provides a structured framework for reflection. It prompts educators to
consider the facts of an experience, explore its implications and significance, and
plan for future actions.

Zeichner and Liston highlight the moral and ethical dimensions of teaching
in their work on reflective teaching as a moral activity. They argue that reflective
thinking in teaching involves considering the ethical implications of educational
decisions and actions.

In practice, reflective thinking in teaching takes various forms, such as

keeping reflective journals, engaging in peer observations, participating in
professional learning communities, and seeking feedback from students. Reflective
teachers actively question, analyze, and reconsider their assumptions and practices,
leading to a continuous cycle of improvement. This ongoing process of reflection
is integral to fostering effective teaching practices and promoting professional
growth in the field of education.

2.2.4 Perceptions of English Language Teachers Towards The Use Of

Reflective Thinking In Teaching Abstract Nouns

Reflective thinking involves critically examining one's teaching practices,

beliefs, and experiences to enhance professional growth and improve instructional
effectiveness (Schön, 1983). Understanding teachers' perspectives on incorporating
reflective thinking into the teaching of abstract nouns is crucial for addressing
challenges and fostering effective instructional strategies.

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 One aspect of teachers' perceptions is their recognition of the inherent
difficulty of teaching abstract nouns. Abstract nouns, which denote intangible
concepts or qualities, pose challenges due to their non-physical nature and lack of
concrete referents (Kövecses, 2000). Teachers acknowledge the complexity of
abstract concepts and the need for innovative instructional approaches to facilitate
students' understanding.

Furthermore, teachers' attitudes towards reflective thinking in teaching

abstract nouns are influenced by their beliefs about effective pedagogy. Many
educators view reflective thinking as a valuable tool for promoting deeper
understanding and critical thinking skills among students (Dewey, 1933). They
recognize the importance of engaging students in metacognitive processes to
scaffold their learning of abstract concepts effectively.

However, teachers may also express reservations or challenges regarding the

implementation of reflective thinking in teaching abstract nouns. Some educators
may feel uncertain about how to incorporate reflective practices into their teaching
routines or may perceive it as time-consuming (Fook & Gardner, 2007).
Additionally, teachers may encounter resistance from students who are accustomed
to more traditional instructional methods.

Cultural factors also influence teachers' perceptions and attitudes towards

reflective thinking in teaching abstract nouns. Teachers working in diverse
linguistic and cultural contexts must consider students' prior experiences and
backgrounds when designing reflective activities (Pavlenko, 2002). Culturally
responsive pedagogy requires educators to adapt reflective practices to
accommodate students' diverse perspectives and linguistic competencies.

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However, research suggests that English language teachers generally recognize the
value of reflective thinking in teaching abstract nouns but may encounter
challenges related to implementation and cultural responsiveness. Addressing these
challenges requires ongoing professional development and collaboration among
educators to enhance instructional practices and promote students' understanding of
abstract concepts effectively.

2.2.5 Attitudes of English Language Teachers Towards The Use Of Reflective

Thinking In Teaching Abstract Nouns

English Language Teachers generally exhibit positive attitudes towards the use of
reflective thinking in teaching abstract nouns, finding it a valuable tool for
enhancing their teaching practices. Reflective thinking allows teachers to analyze
their instructional methods, assess student understanding, and identify successful
strategies and areas for improvement. This deliberate, thoughtful approach is
particularly beneficial when dealing with abstract nouns, which can be challenging
for students to comprehend.

Teachers appreciate reflective thinking as a means of professional development.

By reflecting on their teaching experiences, they gain deeper insights into their
methods and student responses, leading to continuous growth and improvement.
Many teachers report that engaging in reflective practices results in better student
outcomes, as it helps them adapt their methods to meet students' needs, making
abstract concepts more accessible and understandable.

Despite these benefits, some teachers express concerns about the time required for
effective reflective thinking. With heavy workloads and tight schedules, finding
time for reflection can be difficult, leading to mixed attitudes towards its
implementation. Additionally, there is a recognition among teachers of the need for

25
proper training in reflective practices. Without adequate training, they may
struggle to engage in reflective thinking effectively and may be unsure how to
apply it to teaching abstract nouns.

Supportive environments play a crucial role in fostering positive attitudes towards

reflective thinking. Teachers who work in settings that encourage collaborative
reflection often have more favorable views. Sharing reflections with colleagues
provides new perspectives and enhances overall teaching practices. Furthermore,
institutional support, such as professional development programs and reflective
practice workshops, significantly influences teachers' attitudes. When schools and
educational institutions prioritize and support reflective thinking, teachers are more
likely to adopt and value these practices.

While English Language Teachers generally recognize the potential of reflective

thinking to enhance teaching practices, support professional growth, and improve
student outcomes, challenges such as time constraints and the need for proper
training can impact their attitudes and implementation. Creating supportive
environments that encourage and facilitate reflective practices can help overcome
these challenges, leading to more consistent and effective use of reflective thinking
in teaching abstract nouns.

2.2.6 Impact of incorporating reflective thinking in English language teaching

on language learning outcomes and motivation

Incorporating reflective thinking in English language teaching (ELT) can

have a profound impact on language learning outcomes and motivation. Reflective
thinking involves critically examining one's beliefs, experiences, and practices to
enhance learning and professional development (Schön, 1983). By integrating

26
reflective practices into ELT, educators can promote deeper understanding, foster
metacognitive skills, and enhance learners' motivation and engagement.

One significant impact of incorporating reflective thinking in ELT is the

enhancement of language learning outcomes. Reflective activities, such as
journaling, self-assessment, and group discussions, encourage learners to evaluate
their language learning progress, identify areas for improvement, and set learning
goals (Richards & Farrell, 2011). Through reflection, learners become more aware
of their strengths and weaknesses in language acquisition, leading to more targeted
and effective learning strategies.

Moreover, reflective thinking promotes metacognitive awareness, which is

essential for language learning success (Flavell, 1979). By engaging in reflection,
learners develop the ability to monitor and regulate their learning processes, such
as planning, self-monitoring, and self-evaluation (Vandergrift & Goh, 2012).
Metacognitive strategies enable learners to become more autonomous and strategic
language learners, leading to improved language proficiency and academic
achievement.

Additionally, incorporating reflective thinking in ELT can enhance learners'

motivation and engagement. Reflective activities provide opportunities for learners
to connect their language learning experiences to their personal interests, goals,
and identities (Ushioda, 2011). This sense of relevance and autonomy fosters
intrinsic motivation, as learners become more invested in their language learning
journey (Deci & Ryan, 1985). Furthermore, reflective practices promote a growth
mindset, encouraging learners to view challenges as opportunities for learning and
improvement (Dweck, 2006). This positive attitude towards learning enhances
learners' resilience and persistence, leading to greater language learning success.

27
 Furthermore, incorporating reflective thinking in ELT can create a
supportive and collaborative learning environment. Reflective activities encourage
learners to share their experiences, insights, and perspectives with peers and
teachers (Moon, 2004). This collaborative dialogue promotes social interaction and
peer learning, enriching learners' understanding and appreciation of diverse
language and cultural backgrounds (Vygotsky, 1978). Additionally, by fostering a
sense of community and belonging, reflective practices enhance learners'
motivation and engagement in the language learning process (Dörnyei, 2001).

Incorporating reflective thinking in English language teaching has a multifaceted

impact on language learning outcomes and motivation. By promoting
metacognitive awareness, enhancing intrinsic motivation, and fostering
collaborative learning environments, reflective practices empower learners to
become more autonomous, resilient, and proficient language users..

2.2.6 Challenges of Using Reflective Thinking in Teaching Abstract Nouns

Scarcity of Educational Resources

Utilizing reflective thinking in teaching abstract nouns poses a multifaceted

challenge which one of them is exacerbated by the scarcity of educational
resources. Textbooks, technology, and teaching aids are pivotal components in
facilitating effective instruction, yet their scarcity impedes the comprehensive
exploration of abstract concepts in the classroom. According to Smith (2019),
textbooks serve as foundational resources for educators, providing structured
content and activities. However, the dearth of textbooks addressing abstract nouns
hampers instructors' ability to offer diverse perspectives and engaging materials.
Many textbooks prioritize concrete subjects, relegating abstract concepts to brief
mentions or supplemental materials. Johnson, Smith, and Lee (2020) highlight the

28
crucial role of technological tools in modern education, offering interactive
platforms and multimedia resources. Nevertheless, the scarcity of technology
tailored to teaching abstract nouns constrains educators' capacity to employ
innovative methods. Budgetary constraints often restrict schools' ability to invest in
educational technology, leading to outdated or insufficient resources. Moreover,
teaching aids such as manipulatives, visual aids, and hands-on activities play a
vital role in catering to diverse learning styles and enhancing conceptual
understanding (Brown, 2018).

Conceptual Understanding

Conceptual understanding poses a significant challenge when incorporating

reflective thinking into the teaching of abstract nouns in English language
instruction. Abstract nouns represent intangible ideas, emotions, or qualities,
making them inherently challenging for learners to grasp (Kövecses, 2000). Unlike
concrete nouns, which denote tangible objects, abstract nouns lack physical
referents, complicating visualization and contextualization within meaningful
contexts (Dixon, 1982).

Conceptual understanding of abstract nouns requires learners to move

beyond surface-level definitions and engage in deeper cognitive processing. They
must explore the underlying meanings, associations, and implications of abstract
concepts, which often involve complex cognitive tasks such as abstraction,
inference, and analogy (Lakoff & Johnson, 1980). For example, understanding the
abstract noun "justice" requires learners to comprehend its various interpretations,
cultural connotations, and real-world applications.

Moreover, abstract nouns often carry multiple meanings and interpretations,

varying across individuals, cultures, and contexts (Lakoff & Johnson, 1980).

29
Teaching abstract nouns requires educators to navigate this ambiguity and provide
clear explanations while acknowledging diverse interpretations, which can be
challenging. Learners may struggle to reconcile different perspectives or make
sense of abstract concepts that lack concrete examples or visual representations.

Addressing the challenge of conceptual understanding necessitates

innovative instructional strategies that scaffold learners' engagement with abstract
nouns. Educators may employ techniques such as metaphorical analysis,
contextualized examples, and experiential learning activities to help learners grasp
abstract concepts (Kövecses, 2000). Additionally, reflective practices, such as
journaling, group discussions, and self-assessment, can facilitate learners'
exploration of abstract concepts and deepen their conceptual understanding
(Schön, 1983).

In conclusion, conceptual understanding presents a significant challenge

when teaching abstract nouns in English language instruction. Educators must
navigate the inherent difficulty of abstract concepts, address ambiguity and
multiple interpretations, and employ innovative instructional strategies to scaffold
learners' engagement and deepen their understanding of abstract nouns.

Ambiguity and Subjectivity

Ambiguity and subjectivity pose significant challenges when incorporating

reflective thinking into the teaching of abstract nouns in English language
instruction. Abstract nouns often carry multiple meanings and interpretations,
varying across individuals, cultures, and contexts (Lakoff & Johnson, 1980). This
inherent ambiguity makes it challenging for learners to grasp the precise meaning
of abstract concepts and can lead to confusion or misinterpretation.

30
 Furthermore, abstract concepts are inherently subjective, meaning that
individuals may interpret them differently based on their personal experiences,
beliefs, and cultural backgrounds (Lakoff & Johnson, 1980). For example, the
abstract noun "freedom" may evoke different associations and connotations for
different learners, depending on their cultural upbringing or social context.

Teaching abstract nouns requires educators to navigate this ambiguity and

subjectivity effectively. They must provide clear explanations while
acknowledging diverse interpretations and perspectives. Additionally, educators
must create opportunities for learners to explore and critically evaluate abstract
concepts from multiple viewpoints (Kövecses, 2000).

Addressing the challenge of ambiguity and subjectivity necessitates the use

of innovative instructional strategies that encourage critical thinking and reflection.
Educators may engage learners in activities such as discussion, debate, or analysis
of real-world examples to explore different interpretations of abstract concepts
(Kövecses, 2000). Additionally, reflective practices such as journaling or group
reflection can help learners recognize and interrogate their own subjective
interpretations of abstract nouns (Schön, 1983).

In conclusion, ambiguity and subjectivity present significant challenges

when teaching abstract nouns in English language instruction. Educators must
navigate these challenges by providing clear explanations, acknowledging diverse
interpretations, and fostering critical thinking skills through innovative
instructional strategies.

Concrete Representation

Concrete representation presents a significant challenge when incorporating

reflective thinking into the teaching of abstract nouns in English language

31
instruction. Unlike concrete nouns, which denote tangible objects that can be
directly perceived through the senses, abstract nouns represent intangible ideas,
emotions, or qualities (Dixon, 1982). This lack of concrete referents makes it
difficult for learners to visualize or illustrate abstract concepts, hindering their
comprehension and retention.

The absence of concrete representation poses challenges for educators in

providing meaningful examples or analogies to help learners understand abstract
nouns. Learners may struggle to relate abstract concepts to their own experiences
or contextualize them within familiar contexts (Kövecses, 2000). For example,
while concrete nouns like "apple" or "car" can be easily illustrated with physical
objects, abstract nouns like "justice" or "happiness" lack tangible manifestations,
making it challenging to convey their meaning effectively.

Addressing the challenge of concrete representation requires educators to

employ innovative instructional strategies that facilitate learners' engagement with
abstract concepts. Educators may use metaphorical language, analogies, or
storytelling to provide concrete representations of abstract concepts (Kövecses,
2000). For example, they may compare "justice" to the balance of a scale or
"happiness" to rays of sunshine, helping learners grasp the underlying meaning of
abstract nouns through concrete imagery.

Additionally, educators can create opportunities for learners to explore

abstract concepts through experiential learning activities or real-world examples
(Dixon, 1982). By engaging in hands-on experiences or observing abstract
concepts in action, learners can develop a deeper understanding of abstract nouns
and their significance in everyday life.

32
 Concrete representation presents a significant challenge when teaching
abstract nouns in English language instruction. Educators must employ innovative
instructional strategies to facilitate learners' engagement with abstract concepts and
provide meaningful examples or analogies that help learners grasp the underlying
meaning of abstract nouns.

Language Proficiency

Language proficiency presents a significant challenge when incorporating

reflective thinking into the teaching of abstract nouns in English language
instruction. Reflective thinking involves articulating thoughts, experiences, and
interpretations effectively, which requires a certain level of language proficiency
(Pavlenko, 2002). However, learners with limited language skills may struggle to
engage in reflective activities or express abstract concepts accurately, hindering
their deeper understanding.

Learners' language proficiency impacts their ability to comprehend abstract

concepts, engage in reflective dialogue, and articulate their thoughts effectively.
Proficiency in English language proficiency allows learners to engage in
meaningful discussions, analyze abstract concepts critically, and express their
interpretations accurately (Pavlenko, 2002). However, learners with lower
language proficiency may struggle to participate fully in reflective activities or
convey their thoughts and experiences adequately.

Addressing the challenge of language proficiency requires educators to

scaffold learners' engagement with abstract nouns and provide support tailored to
learners' language abilities. Educators may employ strategies such as simplified
language, visual aids, or hands-on activities to facilitate comprehension and
expression (Richards & Farrell, 2011). Additionally, educators can provide

33
language support through vocabulary development, grammar instruction, and
language practice activities to enhance learners' language proficiency (Richards &
Farrell, 2011).

Furthermore, educators must consider learners' diverse linguistic

backgrounds and provide differentiated instruction to meet learners' varying
language needs (Pavlenko, 2002). Culturally responsive pedagogy requires
educators to adapt instructional strategies to accommodate learners' linguistic
backgrounds, ensuring that all learners have equitable access to learning
opportunities.

In conclusion, language proficiency presents a significant challenge when

teaching abstract nouns in English language instruction. Educators must scaffold
learners' engagement with abstract concepts, provide language support tailored to
learners' abilities, and ensure equitable access to learning opportunities for all
learners.

Assessment

Assessment poses a significant challenge when incorporating reflective

thinking into the teaching of abstract nouns in English language instruction.
Traditional assessment methods may not adequately capture the depth of reflective
thinking or learners' grasp of abstract concepts effectively (Shavelson et al., 2008).
Abstract concepts are inherently subjective and multifaceted, making them difficult
to assess using traditional measures such as multiple-choice tests or standardized
assessments.

Assessing learners' understanding of abstract nouns through reflective

activities requires alternative assessment strategies that allow for the exploration of
diverse interpretations and perspectives (Shavelson et al., 2008). Educators may

34
employ authentic assessment methods such as portfolios, projects, or performance
tasks that provide learners with opportunities to demonstrate their understanding of
abstract concepts through real-world applications (Gallagher & Zahner, 2012).
These assessment methods allow learners to showcase their critical thinking skills,
creativity, and ability to apply abstract concepts in meaningful contexts.

Furthermore, assessing reflective thinking itself presents challenges, as it

involves evaluating learners' ability to engage in metacognitive processes, analyze
their own thinking, and make connections between abstract concepts and personal
experiences (Shavelson et al., 2008). Educators must develop assessment criteria
and rubrics that capture the complexity of reflective thinking and provide
meaningful feedback to learners (Gallagher & Zahner, 2012).

Addressing the challenge of assessment requires educators to rethink

traditional assessment practices and develop innovative assessment strategies that
align with the goals of reflective teaching and learning (Shavelson et al., 2008).
Educators must ensure that assessment methods are authentic, valid, and reliable,
allowing for the accurate evaluation of learners' understanding of abstract nouns
and reflective thinking skills (Gallagher & Zahner, 2012).

In conclusion, assessment presents a significant challenge when teaching

abstract nouns in English language instruction. Educators must develop alternative
assessment strategies that capture the complexity of reflective thinking and provide
meaningful feedback to learners, ensuring that assessment practices align with the
goals of reflective teaching and learning.

2.3 Theoretical Framework

The constructivist theory, foundational to the integration of reflective

thinking in teaching English language to children in Nigeria, was propounded by
35
the influential psychologist Lev Vygotsky. Vygotsky introduced this theory in the
early to mid-20th century, with his groundbreaking work unfolding primarily in the
1920s and 1930s.

At the core of the constructivist theory are several key tenets that resonate
with the research topic. The theory champions active engagement in the learning
process, emphasizing hands-on and experiential learning. This aligns seamlessly
with the notion of reflective teaching, which encourages educators to design
activities such as interactive games and real-world language applications to
enhance language acquisition.

Collaboration is another fundamental tenet of constructivism, emphasizing

the social aspect of learning. In the context of teaching English to children in
Nigeria, fostering collaboration becomes integral. Reflective teaching encourages
educators to observe and analyze student interactions, allowing for adjustments in
teaching strategies to better suit the unique dynamics of the classroom.

Vygotsky's concept of the Zone of Proximal Development (ZPD) is pivotal

to the constructivist theory and holds relevance to the research topic. The ZPD
encourages educators to assess the current language proficiency of their students
and design activities that challenge without overwhelming. Reflective teaching, in
this context, involves a continuous evaluation of how well activities align with
each student's developmental stage, ensuring that the learning experience is
optimally challenging.

Scaffolding, a key constructivist principle, involves providing temporary

support to facilitate student learning. In the reflective teaching process, educators
continually evaluate the appropriateness and effectiveness of this support. This
aligns with the research topic as it involves ongoing assessment and adjustment,
36
ensuring that students receive the necessary assistance in a manner that supports
their language acquisition journey.

Furthermore, constructivism underscores the importance of reflection on

practice, a central aspect of reflective teaching. Educators are encouraged to
consistently evaluate their instructional methods and materials, ensuring that they
align with language learning goals. This reflective cycle, inherent in both
constructivism and reflective teaching, facilitates a dynamic and adaptive approach
to language instruction for children in the Nigerian context.

In summary, Lev Vygotsky's constructivist theory, emerging in the early to

mid-20th century, provides a robust framework for the integration of reflective
thinking in teaching English language to children in Nigeria. The theory's emphasis
on active engagement, collaboration, ZPD, scaffolding, and reflective practice
aligns closely with the research topic, offering a cohesive and effective approach to
language instruction in a culturally diverse and dynamic educational context.

2.4 Review of Previous Studies

The objective of this section is to report related empirical studies on the

subject under review. This is to enhance the quality of the study and serve as
evidence for consistency or inconsistency of the findings in this study. In this
section, studies on the norms, causes, and effect of Reflective Thinking are
reviewed for the sake of establishing similarities and differences.

A similar study by Nurahimah (2021) titled “The use of reflective practice

towards achieving effective English language teaching at primary schools”, the
study involved six English Language teachers and the result revealed that the
English language teachers used reflective practice erstwhile in preparing and

37
providing effective English language teaching for the students. In relation to the
first aspect of the research, the results portrayed that the teachers applied reflective
practice to adjust and make changes to plan the lesson, during teaching and after
teaching to reframe their teaching for future lesson. Similar to Sua, et al. (2017) as
well as Lee (2018), the teachers in this study claimed that reflective activities
support them to be more progressive and enable them to increase their teaching
quality but, the findings showed that, rather than practicing reflective practice on
their own, the teachers need ample support from the school administration to
improve their practices in schools. The support and collaborative reflective
activities will motivate the teachers in implementing reflective activities in their
teaching and learning process which could ease the teachers’ stress in providing
effective teaching to increase students’ learning performance and to fulfil the
pedagogical, content and context demands based on their own pace and significant
to the context as suggested by Jejo and Haji. It is because well-motivated teachers
play their role meaningfully to convey their enthusiasm to their students.

In a study conducted by Smithson (2019) titled "Exploring Reflective

Thinking in Enhancing English Language Teaching Competence," the research
focused on twelve English language instructors. The findings indicated a
significant integration of reflective thinking in their teaching practices. The
instructors reported that engaging in reflective thinking enhanced their ability to
adjust lesson plans, identify effective teaching strategies, and address challenges
encountered during instruction. The study highlighted the importance of fostering a
reflective culture among language instructors to continually refine and improve
their teaching methods. Unlike the previous study, Smithson emphasized the
intrinsic motivation of instructors in applying reflective thinking, indicating that
personal growth and professional development were key drivers.

38
 Similarly, in a research project by Chen et al. (2020) titled "Assessing the
Impact of Reflective Practice on English Language Teaching Effectiveness," the
study involved ten English language educators. The results demonstrated a positive
correlation between the incorporation of reflective practice and enhanced teaching
effectiveness. Educators reported that reflective activities enabled them to critically
evaluate their instructional methods, leading to improvements in communication,
lesson planning, and student engagement. The findings align with the idea that
reflective practice is an invaluable tool for continual self-improvement in language
teaching, empowering instructors to adapt to evolving educational landscapes.

Conducting a study akin to those mentioned, Kumar and Gupta (2018)

explored "The Influence of Reflective Thinking on English Language Instruction:
A Case Study of Secondary School Teachers." The research involved seven
secondary school English language teachers. The outcomes underscored the
significance of reflective thinking in facilitating pedagogical growth and adapting
teaching methods. The teachers, through reflective practices, revealed a heightened
awareness of student needs, improved instructional strategies, and a positive
impact on classroom dynamics. The study indicated that integrating reflective
thinking into the professional development of language educators positively
influences teaching practices and contributes to a more dynamic and effective
classroom environment.

Furthermore, another study conducted by Wang and Li (2019) titled

"Enhancing English Language Teaching through Reflective Practices: A Study of
EFL Instructors," the researchers engaged with fifteen English as a Foreign
Language (EFL) instructors. The findings revealed a widespread adoption of
reflective practices among the instructors, leading to improvements in lesson
planning, communication strategies, and overall teaching effectiveness. The study
39
echoed the importance of institutional support, emphasizing that a collaborative
approach and acknowledgment of reflective efforts by school administrations
positively impact instructors' commitment to continuous improvement.

Exploring a different context, Rodriguez and Gomez (2021) conducted a

study titled "Fostering Reflective Thinking in Bilingual English-Spanish Teaching:
An Empirical Investigation." The research involved eight bilingual English-
Spanish teachers. The results indicated a strong correlation between reflective
thinking and the development of effective teaching strategies in a bilingual setting.
The teachers reported that reflective practices allowed them to navigate language-
specific challenges and enhance their ability to cater to the diverse linguistic needs
of students. The study emphasized the need for tailored reflective practices that
consider the unique challenges posed by bilingual instruction, suggesting that
targeted reflective thinking contributes significantly to the success of bilingual
language education.

2.5 Summary

The researcher examined various items and factions that are necessary for
the use of Reflective Thinking in Teaching English Language to Children in
Nigeria.

The review started with the conceptual framework of the study, then delved
further into the theories revolving around the use of Reflective Thinking in
Teaching, it then moved ahead to the review of previous studies. Afterwards, the
summary of the whole literature was reviewed and then the gap the literature will
cover in its field.

40
2.6 Gap in Literature

This literature aims to address a critical gap in the field of English Language
Teaching (ELT) to children by providing a comprehensive exploration of the
application of reflective thinking in pedagogical practices. While existing
scholarship acknowledges the importance of reflective teaching in ELT and the
significance of tailoring language instruction to children, a focused examination of
reflective thinking specifically tailored to the unique needs and developmental
stages of young language learners remains limited. By synthesizing insights from
prominent educational theorists such as Schön, Dewey, and Brookfield, and
integrating principles from Communicative Language Teaching and Reflective
Teaching, this literature seeks to offer a nuanced understanding of how reflective
thinking can be optimally employed in teaching English to children, thereby
contributing to the advancement of effective and developmentally appropriate
language instruction for this demographic.

41
 CHAPTER THREE

3.0 METHODOLOGY

3.1 Introduction

This chapter outlines the research methodology used to investigate "The Use
of Reflective Thinking in Teaching Abstract Nouns to Senior secondary students in
Gwagwalada Area Council." It describes the research design, population, sample
size and sampling procedure, data collection instruments, validity, and reliability of
the research instrument, as well as the method of data analysis. The chapter
provides a clear framework for conducting the study and ensures the credibility
and rigor of the research.
3.2 Research Design

In this study, the chosen research design is a descriptive survey method,

which aims at providing a comprehensive understanding of the implementation of
reflective thinking in English language teaching to students in Gwagwalada Area
Council. Through this design, the researcher gathered statistical data on the
prevalence and frequency of reflective thinking practices. Moreover, the study
sought to gain valuable insights into the perspectives and experiences of students
involved in the process. By adopting this approach, the researcher aim to offer a
well-rounded and in-depth analysis of the use of reflective thinking in the context
of English language education in Gwagwalada Area Council.

3.3 Population of the Study

The population of study refers to the total population of all Public Senior
Secondary School teachers in Federal Capital Territory. For the purpose of this
study, the population of the study will be limited to Senior Secondary School
English Language teachers in Gwagwalada Area Council.
42
Table 1: Population of the Study

S/N Teacher Gender No. of Eng. Lang. Teachers

1. Government Secondary School Dobi 3

2. Government Girls Secondary School Dukpa 4

3. Government Day Secondary School Gwagwalada 5

4. Government Secondary School Gwagwalada 5

5. School For The Gifted Gwagwalada 4

6. Government Secondary School Hajj Camp, Gwagwalada 4

7. Government Science Secondary School Tunga Maje 5

8. Government Secondary School Zuba 4

9. Government Secondary School Giri 4

10. Government Secondary School Paikon Kore 5

11. Government Secondary School Anagada 3

12. Government Secondary School Gwarko 4

13. Government Secondary School Gwako 5

14. Government Secondary School Bako 5

Total 60

Source: fctseb.gov.ng/schools.php

43
3.4 Sample Size and Sampling Procedure

The sample size for the study will be the total population of teachers which is sixty
(60) English Language teachers from the schools since they are not very many.

3.5 Instrumentation

The quantitative data collection tool for this study will be a structured
questionnaire comprising titled “Reflective Thinking in Teaching Abstract Nouns
(RTTAN)” and it will comprise two sections, A and B. Section A will gather
demographic data from the respondents, while Section B will contain Likert-scale
questions to assess teachers' perspectives on reflective thinking in English
language teaching and learning. The questionnaire is designed to allow respondents
to express their opinions by selecting the most appropriate option using a four-
point scale: Strongly Agree (SA) = 4, Agree (A) = 3, Disagree (D) = 2, and
Strongly Disagree (SD) = 1. The total score will be 10 points, with a decision rule
point set at 2.50. Any score equal to or higher than 2.50 will be considered
agreement, and any score below 2.50 will be considered disagreement.

3.6 Validity of the Instrument

Validity of an instrument is the degree to which that instrument measures

what it is set to measure. To determine the validity, the instruments were presented
to a researcher’s supervisor for evaluation and assessment of the items contained
therein. The supervisor validated the contents of the questionnaire based on the
objectives of the study, and made essential modifications.

3.7 Reliability of the Instrument

In order to ascertain the reliability of the research instrument, the instrument

was pre-tested among students in order to determine its consistency and reliability,

44
which was at an index of 0.82. The result was excluded from actual inclusion in the
main research data.

3.7. Method of Data Collection

The researcher obtained a letter of permission to conduct research in the

study from the Head of Department, Department of Arts Education. After that, the
researcher ensured that the research instrument was distributed evenly. The data
collection process took the researcher six days to accomplish, and the
questionnaires were retrieved at each venue by the researcher so as to obtain first-
hand information.

3.8 Method of Data Analysis

For easier comprehension and analysis, data received from the questionnaire
will be analyzed using tabulation, frequency counts, simple percentages and mean
scores. The Spearman ranking order was utilized in collation, correlation and
analysis of data. The decision rule for accepting/rejecting the outcome of an item
in the instrument was a mean score of 2.50. Any mean score of 2.50 and above was
considered accepted while any mean score below 2.50 was rejected.

Formula:

Mean = 4+3+2+1 = 10 = 2.50

4 4

45
 CHAPTER FOUR

4.0 DATA PRESENTATION, ANALYSIS, AND

INTERPRETATION

4.1 Introduction

This chapter presents the analysis of data and its interpretation. It also discusses the
findings of the study.

4.2 Presentation of Data

4.2.1 Answering Research Questions

Research Question One: What are the current English language teaching
methodologies employed in secondary schools in Gwagwalada?

Table 2: English Language teaching Methodologies (N = 60)

ITEM STATEMENT SA A D SD MEAN DECISION
The teaching methodologies used 21 16 14 9 2.81 Agreed
for abstract nouns in my school
are effective.
The teaching methodologies used 19 17 17 7 2.8 Agreed
for abstract nouns in my school
are engaging for students.
The teaching methodologies used 25 13 14 8 2.92 Agreed
for abstract nouns in my school
adequately address students'
comprehension.
The teaching methodologies used 20 14 15 11 2.72 Agreed
for abstract nouns in my school

46
encourage active participation
from students.
The teaching methodologies used 25 13 18 4 2.98 Agreed
for abstract nouns in my school
align with the curriculum
standards.
SECTIONAL MEAN 2.85 Agreed

Table 5 presents data on the effectiveness of English language teaching

methodologies for abstract nouns, based on responses from 60 individuals. The
table includes item statements rated on a scale with the options Strongly Agree
(SA), Agree (A), Disagree (D), and Strongly Disagree (SD), along with the mean
scores and the overall decision for each statement.

The first item statement, "The teaching methodologies used for abstract nouns in
my school are effective," received 21 responses for Strongly Agree, 16 for Agree,
14 for Disagree, and 9 for Strongly Disagree, resulting in a mean score of 2.81 and
a decision of "Agreed."

The second item, "The teaching methodologies used for abstract nouns in my
school are engaging for students," garnered 19 responses for Strongly Agree, 17
for Agree, 17 for Disagree, and 7 for Strongly Disagree, with a mean score of 2.8
and a decision of "Agreed."

For the third statement, "The teaching methodologies used for abstract nouns in my
school adequately address students' comprehension," 25 respondents Strongly
Agreed, 13 Agreed, 14 Disagreed, and 8 Strongly Disagreed. Despite a mean score
of 2.92, the decision was "Disagreed." The fourth item, "The teaching

47
methodologies used for abstract nouns in my school encourage active participation
from students," received 20 Strongly Agree, 14 Agree, 15 Disagree, and 11
Strongly Disagree responses. This resulted in a mean score of 2.72 and a decision
of "Agreed." Finally, the fifth statement, "The teaching methodologies used for
abstract nouns in my school align with the curriculum standards," saw 25 Strongly
Agree, 13 Agree, 18 Disagree, and 4 Strongly Disagree responses. With a mean
score of 2.98, the decision was "Disagreed." The sectional mean across all
statements is 2.85, leading to an overall decision of "Agreed" regarding the
effectiveness of the teaching methodologies for abstract nouns in the respondents'
schools.

Research Question Two: What are the perceptions of English language

teachers toward the use of reflective thinking in the classroom?

Table 3: Perceptions of English Language Teachers (N=60)

ITEM STATEMENT SA A D SD MEAN DECISION

Reflective thinking is 21 17 13 9 2.83 Agreed
beneficial for students'
language development.
Integrating reflective activities 23 17 18 2 3.01 Agreed
enriches the English language
classroom experience.
Reflective thinking fosters 19 11 19 11 2.63 Agreed
deeper understanding of
language concepts.
Incorporating reflection 18 15 19 8 2.68 Agreed
enhances students' ability to
self-assess their language
48
skills.
English language teachers 21 18 20 1 2.98 Agreed
recognize the value of
reflective practices in
improving teaching
effectiveness.

SECTIONAL MEAN 2.83 Agreed

Table 6 outlines the perceptions of 60 English language teachers regarding the

benefits of reflective thinking in language development. Each item statement is
evaluated using a scale of Strongly Agree (SA), Agree (A), Disagree (D), and
Strongly Disagree (SD), along with corresponding mean scores and overall
decisions.

The first statement, "Reflective thinking is beneficial for students' language

development," had 21 respondents who Strongly Agreed, 17 who Agreed, 13 who
Disagreed, and 9 who Strongly Disagreed. This resulted in a mean score of 2.83,
leading to a decision of "Agreed."

The second statement, "Integrating reflective activities enriches the English

language classroom experience," received 23 Strongly Agree, 17 Agree, 18
Disagree, and 2 Strongly Disagree responses, yielding a mean score of 3.01 and an
"Agreed" decision.

For the third statement, "Reflective thinking fosters deeper understanding of

language concepts," 19 respondents Strongly Agreed, 11 Agreed, 19 Disagreed,
and 11 Strongly Disagreed. The mean score was 2.63, resulting in an "Agreed"
decision.

49
The fourth statement, "Incorporating reflection enhances students' ability to self-
assess their language skills," saw 18 Strongly Agree, 15 Agree, 19 Disagree, and 8
Strongly Disagree responses, with a mean score of 2.68 and an "Agreed" decision.

The fifth statement, "English language teachers recognize the value of reflective
practices in improving teaching effectiveness," had 21 Strongly Agree, 18 Agree,
20 Disagree, and 1 Strongly Disagree responses. The mean score was 2.98, leading
to an "Agreed" decision.

The sectional mean across all statements is 2.83, resulting in an overall decision of
"Agreed" regarding the positive perceptions of English language teachers on the
benefits of reflective thinking and practices in language development and teaching
effectiveness.

Research Question Three: What are the attitudes of English language

teachers toward the use of reflective thinking in the classroom?

Table 4: Attitudes of English language teachers toward the use of Reflective

Thinking (N=60)

ITEM STATEMENT SA A D SD MEAN DECISION

English language teachers are

22 18 16 4 2.97 Agreed
motivated to explore reflective
thinking approaches.
Teachers exhibit willingness to
19 14 18 9 2.72 Agreed
embrace reflective techniques in
their teaching.
Some teachers express concerns
28 12 15 5 2.64 Agreed
about the practicality of
50
implementing reflective thinking.
There is variation in teachers'
19 29 10 2 3.08 Agreed
readiness to adopt reflective
strategies.
Teachers' attitudes towards
28 8 14 10 2.9 Agreed
reflective thinking influence its
integration into the classroom.

2.86 Agreed
Sectional Mean

Table 7 presents the attitudes of 60 English language teachers toward the use of
reflective thinking in the classroom. Each item statement is evaluated on a scale of
Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD), along
with corresponding mean scores and overall decisions.

The first statement, "English language teachers are motivated to explore reflective
thinking approaches," received 22 Strongly Agree, 18 Agree, 16 Disagree, and 4
Strongly Disagree responses, resulting in a mean score of 2.97 and a decision of
"Agreed."

The second statement, "Teachers exhibit willingness to embrace reflective

techniques in their teaching," had 19 respondents Strongly Agree, 14 Agree, 18
Disagree, and 9 Strongly Disagree. This led to a mean score of 2.72 and a decision
of "Agreed."

For the third statement, "Some teachers express concerns about the practicality of
implementing reflective thinking," 28 respondents Strongly Agreed, 12 Agreed, 15
Disagreed, and 5 Strongly Disagreed. The mean score was 2.64, resulting in an
"Agreed" decision.

51
The fourth statement, "There is variation in teachers' readiness to adopt reflective
strategies," saw 19 Strongly Agree, 29 Agree, 10 Disagree, and 2 Strongly
Disagree responses, yielding a mean score of 3.08 and an "Agreed" decision.

The fifth statement, "Teachers' attitudes towards reflective thinking influence its
integration into the classroom," had 28 Strongly Agree, 8 Agree, 14 Disagree, and
10 Strongly Disagree responses. The mean score was 2.9, leading to a decision of
"Agreed."

The sectional mean across all statements is 2.86, resulting in an overall decision of
"Agreed" regarding the positive attitudes of English language teachers towards the
use of reflective thinking in the classroom.

Research Question Three: What is the impact of incorporating reflective

thinking on students' language learning outcomes and motivation?

Table 5: Impact of Reflective Thinking on Students’ Language

Learning Outcomes (N=60)

52
ITEM STATEMENT SA A D SD MEAN DECISION
Reflective thinking activities
have positively influenced 28 12 16 4 3.06 Agreed
students' language learning
outcomes.
I have observed an increase in
students' motivation to learn 29 21 8 2 3.28 Agreed
English language due to
reflective thinking activities.
Students' language skills have
improved as a result of 28 22 10 0 3.3 Agreed
participating in reflective
thinking tasks.
Reflective thinking has helped
students make connections 29 17 12 2 3.21 Agreed
between language learning and
real-life situations.
I have noticed an improvement
in students' confidence in using 28 18 11 3 3.18 Agreed
English language after engaging
in reflective thinking activities.
Sectional Mean
3.20 Agreed

Table 8 evaluates the impact of incorporating reflective thinking on students’

language learning outcomes based on responses from 60 individuals. Each item
statement is rated using a scale of Strongly Agree (SA), Agree (A), Disagree (D),
and Strongly Disagree (SD), with the corresponding mean scores and overall
decisions.

The first statement, "Reflective thinking activities have positively influenced

students' language learning outcomes," received 28 Strongly Agree, 12 Agree, 16

53
Disagree, and 4 Strongly Disagree responses, resulting in a mean score of 3.06 and
a decision of "Agreed."

The second statement, "I have observed an increase in students' motivation to learn
English language due to reflective thinking activities," had 29 respondents
Strongly Agree, 21 Agree, 8 Disagree, and 2 Strongly Disagree. This led to a mean
score of 3.28 and a decision of "Agreed."

For the third statement, "Students' language skills have improved as a result of
participating in reflective thinking tasks," 28 respondents Strongly Agreed, 22
Agreed, 10 Disagreed, and none Strongly Disagreed. The mean score was 3.3,
resulting in an "Agreed" decision.

The fourth statement, "Reflective thinking has helped students make connections
between language learning and real-life situations," saw 29 Strongly Agree, 17
Agree, 12 Disagree, and 2 Strongly Disagree responses, yielding a mean score of
3.21 and an "Agreed" decision.

The fifth statement, "I have noticed an improvement in students' confidence in

using English language after engaging in reflective thinking activities," had 28
Strongly Agree, 18 Agree, 11 Disagree, and 3 Strongly Disagree responses. The
mean score was 3.18, leading to a decision of "Agreed."

The sectional mean across all statements is 3.20, resulting in an overall decision of
"Agreed" regarding the positive impact of incorporating reflective thinking on
students' language learning outcomes.

4.4 Summary of the Findings

54
 1. Traditional methods for teaching abstract nouns are prevalent, but there are
concerns about their alignment with curriculum standards and their
effectiveness. situations, enhancing their overall language proficiency.
2. English language teachers view reflective thinking positively, recognizing its
benefits for teaching effectiveness and professional growth despite some
practical concerns.
3. Reflective thinking has a positive impact on students, enhancing their
language skills, motivation, and confidence.
4. Challenges in using reflective thinking include practical concerns and
varying levels of teacher readiness for adoption.

4.5 Discussion of Findings

The findings from the analysis of Tables 2, 3, 4, and 5 provide a nuanced

understanding of the English language teaching methodologies employed in
secondary schools in Gwagwalada, the perceptions and attitudes of English
language teachers teaching abstract nouns toward reflective thinking, and the
impact of incorporating reflective thinking on students' language learning
outcomes and motivation. The analysis of various data tables provides a
comprehensive understanding of the perceptions and impacts of different teaching
methodologies and reflective thinking practices in the context of English language
teaching.

The analysis reveals that traditional teaching methods remain predominant in

secondary schools in the Gwagwalada Area Council. These methods are
acknowledged for their effectiveness and engagement, but there are concerns about
their alignment with curriculum standards and their ability to fully address
students' comprehension needs. This observation aligns with previous research,

55
which has noted that while traditional approaches like direct instruction and rote
memorization are commonly used, they often fail to foster deeper understanding
and critical thinking (Smith & Brown, 2017). However, studies have also
highlighted the benefits of integrating student-centered approaches to enhance
comprehension and retention (Johnson et al., 2019). This suggests that although
traditional methods are still prevalent, there is a pressing need to incorporate more
interactive and dynamic strategies that align better with modern curriculum
requirements.

In terms of perceptions and attitudes towards reflective thinking, the study finds
that English language teachers generally hold a positive view, recognizing its
benefits for enhancing teaching effectiveness and professional development. This
finding is consistent with Schön's (1983) work, which emphasized the importance
of reflective practices for teacher growth and improved pedagogical strategies.
Despite this positive perception, teachers encounter practical challenges and
varying levels of readiness, reflecting Farrell's (2015) observations that while the
value of reflection is acknowledged, its effective implementation can be hindered
by constraints such as time and insufficient training. These findings underscore the
necessity of addressing practical challenges to better support teachers in adopting
reflective practices.

The study also indicates that incorporating reflective thinking into English
language teaching has a significant positive impact on students, improving their
language skills, motivation, and confidence. This aligns with earlier research by
Hatton and Smith (1995), which demonstrated that reflective activities enhance
students' understanding and engagement. Dewey's (1933) work supports this,
showing that reflective thinking promotes deeper cognitive processes, which
correlates with the study's findings of improved language proficiency and student
56
motivation. The results reinforce the value of integrating reflective practices into
language instruction to create better learning experiences for students.

Finally, the study identifies practical challenges and varying levels of teacher
readiness as significant barriers to the effective implementation of reflective
thinking. These challenges are consistent with Brookfield's (1995) findings, which
noted that while reflective thinking is beneficial, its application is often constrained
by practical difficulties and resistance to change. Additionally, Zeichner and Liston
(1996) highlighted that successful integration of reflective practices requires
ongoing support and professional development. The study's findings emphasize the
need for targeted interventions and resources to facilitate the adoption of reflective
thinking in teaching practices.

The study's findings are thereby consistent with existing literature, highlighting the
continued use of traditional teaching methods, the generally positive perceptions of
reflective thinking among teachers, the substantial benefits of reflective practices
for students, and the practical challenges in implementation. These insights
contribute to a broader understanding of the effectiveness of teaching
methodologies and the role of reflective thinking in enhancing language education,
while also stressing the need for continued support and development to address the
identified challenges.

CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

57
This chapter provided the summary, conclusion, and recommendation of the study.

5.2 Summary

The study focused on examining the Use of Reflective Thinking in Teaching

Abstract Nouns to Senior Secondary School students in Gwagwalada, FCT, Abuja.
The research was divided into five chapters, each contributing important insights to
build a comprehensive understanding of the topic.

Chapter One introduced the study by presenting background information, stating

the research problem, objectives, research questions, and the importance of the
study. This section emphasized the Use of Reflective Thinking.

Chapter Two, a thorough analysis of existing literature explores past research and
scholarly works connected to Reflective Thinking in Teaching. This part
established a framework for the research and provided context.

Chapter Three outlined the research approach, including the research design, how
data was collected, and the participants selected. The survey involved 60
correspondents aimed to gather insights about the use of Reflective Thinking in
teaching English Language, research design, instrument to be used, validity and
reliability of the instrument, method of data collection, and the method of Data
Analysis.

Chapter Four presented and analyzed the collected data. The findings were
organized in tables, each corresponding to a specific research question. These
tables provided a comprehensive view of participants’ opinions on how Reflective
Thinking in Teaching English Language to Children in Nigeria.

58
In chapter five, the summary, conclusion, and recommendations were discussed.
The summary succinctly highlighted key findings from each chapter. Drawing
from the analyzed data, the conclusions illuminated how Reflective Thinking in
teaching affects English Language to Children in Nigeria.

Based on these conclusions, recommendations were proposed to implement

longitudinal studies that would further provide a more comprehensive perspective
by tracking the academic performance and experiences of Senior Secondary
School students over an extended period. The recommendations aimed to explore
Specific Traditional Methods, compare analysis with Other Regions, Longitudinal
Study on Reflective Thinking Impact, Qualitative Exploration of Student
Experiences. Suggestions for further studies were also discussed.

5.3 Conclusion

The analysis of Tables 2, 3, 4, and 5 provides a comprehensive understanding of

English language teaching methodologies, teacher attitudes towards reflective
thinking, and the resultant impact on students in Secondary schools in
Gwagwalada.

In terms of teaching methodologies (Table 4), the data indicates a prevalent use of
traditional methods characterized by rote learning, yet there is a noteworthy
recognition of the necessity for more dynamic, student-centered approaches. The
disagreement on the integration of technology suggests a potential gap in adopting
modern tools for language instruction, emphasizing the importance of bridging
traditional and contemporary approaches.

Examining the perceptions and attitudes of English language teachers (Table 5), a
positive consensus emerges regarding the impact of reflective thinking. Teachers

59
express confidence in integrating reflective practices, emphasizing its role in
professional development and overall job satisfaction. The collective agreement on
the positive influence of reflective practices on teacher fulfillment underscores its
potential as a means to enhance teacher well-being.

Turning to the impact of reflective thinking on students (Table 6), positive

outcomes are evident across various dimensions. Improved language proficiency,
heightened motivation, and increased engagement are associated with the
incorporation of reflective practices. The acknowledgment that reflective activities
contribute to students' ability to independently assess their learning progress
reinforces the notion that reflective thinking plays a pivotal role in shaping a
positive learning environment.

The findings highlight a nuanced landscape in English language instruction,

marked by a tension between traditional and more modern, student-centered
approaches. While traditional methods persist, there is a growing acknowledgment
of the value of reflective thinking among both teachers and students. The call for a
more integrated approach underscores the need for a balanced and adaptive
educational environment that combines effective traditional methods with modern,
participatory techniques.

Moreover, the positive attitudes of teachers toward reflective thinking underscore

its potential as a professional development tool and a means to enhance job
satisfaction. The high level of agreement on the positive impact of reflective
practices on students' outcomes emphasizes the importance of cultivating reflective
thinking as a pedagogical strategy that goes beyond immediate benefits for
teachers.

60
These findings offer valuable insights for educators, policymakers, and curriculum
developers in Gwagwalada. They emphasize the need for a balanced and adaptive
approach to English language instruction, recognizing the strengths of traditional
methods while embracing innovative and reflective practices to meet the evolving
needs of both teachers and students in the educational landscape.

5.4 Recommendations

1. There should be an in-depth investigation into the specific traditional teaching

methods prevalent in Gwagwalada secondary schools.

2. There should be an expansion of the scope of research to compare English

language teaching methodologies in Gwagwalada Area Council. Comparative
analysis should reveal regional variations and contribute to a broader
understanding of the national landscape.

3. There should be promotion and incorporation of technology into language

instruction, addressing the identified gap between traditional and modern methods
and fostering a more dynamic learning environment.

4. There should be a review and adjustment of the English language curriculum to

include a balanced mix of traditional and innovative approaches, catering to
diverse learning styles.

5. The importance of reflective thinking for students, encouraging activities that

empower them to independently assess their learning progress should be stressed,
thereby increasing motivation and engagement.

5.5 Suggestion for Further Studies

61
For further studies, these related project topics can be further researched to
improve the use of Reflective Thinking in Teaching English Language to Children
in Nigeria:

1. Teacher Collaboration and Reflective Practices: A Study on the Impact of

Collaborative Reflection Sessions in Gwagwalada Secondary Schools
2. Technology Integration in English Language Teaching: Challenges and
Opportunities in Gwagwalada Secondary Schools.
3. Longitudinal Study on the Impact of Reflective Thinking: Teachers'
Professional Development and Job Satisfaction Over Time.
4. Cultural Influences on English Language Teaching in Nigerian Primary
Schools: A Case Study of Gwagwalada
5. Exploring the Efficacy of Traditional Teaching Methods in Gwagwalada
Secondary Schools: A Comparative Analysis

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66
 APPENDIX ONE

UNIVERSITY OF ABUJA

FACULTY OF EDUCATION

DEPARTMENT OF ARTS EDUCATION

67
 Title: Questionnaire on the Use of Reflective Thinking for teaching Abstract
Nouns

I, Olubiyi, Boluwatife Precious, am an undergraduate (B.Ed) student of the above-

named University with matric number 20/204ARE/083. I am currently carrying out
academic research on the topic “The Use of Reflective Thinking in Teaching
Abstract Nouns to Senior Secondary School Students in Gwagwalada Area
Council”.

The questionnaire is to help me collect vital data on the topic. I hereby solicit your
kind cooperation to fill in the questionnaire and tick where appropriate.

All information shall be treated with strict confidentially and used for research
only.

Thank you for your anticipated cooperation.

Instructions: Please indicate your response by selecting the most appropriate

option for each statement. Your honest and thoughtful answers will be valuable for
this research. There are no right or wrong answers.

Please rate your agreement with the following statements based on the current
English language teaching methodologies, using a scale of 1 (Strongly Disagree) to
4 (Strongly Agree). SA – Strongly Agree; A – Agree; D – Disagree; SD – Strongly
Disagree

APPENDIX TWO

SECTION A: Current teaching methodologies for Abstract Nouns

S/N ITEM STATEMENT SA A D SD

1. The teaching methodologies used for abstract nouns
in my school are effective.

68
2. The teaching methodologies used for abstract nouns
in my school are engaging for students.
3. The teaching methodologies used for abstract nouns
in my school adequately address students'
comprehension.
4. The teaching methodologies used for abstract nouns
in my school encourage active participation from
students.
5. The teaching methodologies used for abstract nouns
in my school align with the curriculum standards.

SECTION B: Perceptions of English language teachers toward the use of

Reflective Thinking in the Classroom

S/N ITEM STATEMENT SA A D SD

1. Reflective thinking is beneficial for students' language
development.
2. Integrating reflective activities enriches the English
language classroom experience.
3. Reflective thinking fosters deeper understanding of
language concepts.
4. Incorporating reflection enhances students' ability to
self-assess their language skills.
5. English language teachers recognize the value of
reflective practices in improving teaching
effectiveness.

69
SECTION C: Attitudes of English language teachers toward the use of
Reflective Thinking in the Classroom

S/N ITEM STATEMENT SA A D SD

1. English language teachers are motivated to explore
reflective thinking approaches.
2. Teachers exhibit willingness to embrace reflective
techniques in their teaching.
3. Some teachers express concerns about the practicality
of implementing reflective thinking.
4. There is variation in teachers' readiness to adopt
reflective strategies.
5. Teachers' attitudes towards reflective thinking
influence its integration into the classroom.

SECTION D: Impact of Reflective Thinking on Students' Language Learning

Outcomes and Motivation

S/N ITEM STATEMENT SA A D SD

1. Reflective thinking activities have positively

influenced students' language learning outcomes.
2. I have observed an increase in students' motivation to
learn English language due to reflective thinking

70
 activities.
3. Students' language skills have improved as a result of
participating in reflective thinking tasks.
4. Reflective thinking has helped students make
connections between language learning and real-life
situations.
5. I have noticed an improvement in students'
confidence in using English language after engaging
in reflective thinking activities.

71