Abstract: This study
investigates the perceptions of reflective practices in learning English among
Nigerian undergraduates at a university in northeastern Nigeria. Twenty
students were selected for the study, and data were gathered through
semi-structured interviews focusing on three primary areas: awareness of
reflective practices, perceptions of their benefits, and challenges faced in
their implementation. Qualitative analysis of the interview responses revealed
that most participants were unaware of reflective practices in their learning
process. However, once introduced to the concept, students generally recognised
and valued the potential benefits, such as enhanced understanding and improved
language skills. Despite this positive perception, students reported
significant challenges, including a lack of guidance, insufficient resources,
and inadequate curricular support. The study highlights the necessity for
comprehensive training, better resource allocation, and curricular integration
of reflective practices to help students overcome these challenges and maximise
their learning outcomes.
Keywords: English Language Learning; Nigerian Undergraduates; Perceptions; Reflective Practices
DOI: 10.36349/zamijoh.2026.v04i02.012
author/Aliyu M. M., Korau S. M., Ya’u M. S. & Jika Y. M.
journal/Zamfara IJOH Vol. 4, Issue 2
