Foreign language

Reviving old activities.While reflecting on past teaching experiences, participants talked about the activities they tried, failed, and gave up using in their classes. P # 3 stated one of those activities. In order to give feedback to her students about their grammar mistakes that appeared in her students‟ speaking skill, she used to take notes while the students were speaking and share those errors on the board without mentioning students‟ names. However, she received negative reactions about that activity from her students as they told her that they felt as if they were being
insulted in front of their classmates. Although P # 3 did not announce the students‟ names with grammar mistakes, the students could figure out the people she was

talking about while giving feedback to correct those errors. Therefore, P # 3 quit using that activity. However, seeing P # 8 using the same error correction activity in the classroom and finding it effective, she changed her mind and stated in her interview session that she would like to use it again. To elaborate on her change, she reported:

I mean, yes, why not? I can try it again. P # 8 made me realize that whenever you change the class or whenever your students change, the atmosphere changes and the reactions of these kinds of activities could change. So,
instead of OK, instead of saying that “OK, I will not do it again or anymore”, yes I will try it. May be I can have better results after doing such kind of an activity. Because after seeing P # 8, I understood, it is useful for learners to see their errors and getting instant feedback.
P # 9 also changed her vocabulary teaching activity upon reading P # 7‟s paper. In the past, she used to teach vocabulary by acting out in front of the classroom. She was using her gestures and mimics and asking students to guess the meaning of the words. However, her students wanted her to decrease or stop using that vocabulary teaching technique as the activity was taking too much time. Therefore, she first reduced and then quit using that activity. However, she decided to revive acting out for vocabulary teaching with the help of P # 7. In the interview session, she articulated that:
Actually, I used to do act outs while teaching vocabulary, but as I stated, some of my students get bored while waiting for the meaning of the word, or they are just, you know, lazy to guess. I think it is related to student profile, I‟ll, so reading P # 7‟s reflection I understand that student profiles may change, so I should keep on doing such kind of activities while teaching vocabulary.

P # 6 stated in her reflection paper that she assigned video recording projects such as interviewing tourists, broadcasting weather to her students in groups. P # 5 stated in a comment she left for P # 5 that she stopped using video recording assignments with her students as she found it very difficult in terms of motivating students to take part in the assignment. In response to that comment, P # 6 a solution by sharing the way she implemented those assignments. She mentioned that she did not assign the roles to her students, instead, she wrote the roles on the board such as actor, actress, cameraman, and she gave students freedom to choose the one they wanted. In the interview session, P # 5 suggested that P # 6‟s idea might be effective, and expressed her desire try the activity again. She stated;

I really used to find it really difficult to, I mean, find the ways to motivate students in my classes because yes, some of them were eager, some of them not. And, after P # 6‟s answer, I mean, I realized that I made a mistake. I mean, I used to, you know, separate them into pairs and groups and I, myself, assigned the roles. And, maybe they had to do something that they didn‟t want to and due to her comment, in the future I would like to apply, I mean, I am planning to give them such freedom to select their own roles and, you know, let them do whatever they want to do. Yes.
To sum up, upon engaging reflective practice in RP-oriented platforms, participants stated their willingness to integrate and to revive their old activities in their future teaching.