Siti Drivoka Sulistyaningrum, Dinda Kamila Chaidir, Muhamad Aziz Muslim
Reflective practice is crucial for EFL pre-service teachers’ professional development, enabling them to critically analyze their beliefs and decisions, fostering pedagogical insight and constant improvement. To establish a convenient and flexible development process, web-based language learning (WBLL) is a viable prospect for EFL pre-service teachers to engage in continuous professional growth. Thus, this study scrutinized EFL pre-service teachers’ reflections on their web-based English language proficiency. The data from reflective journals and semi-structured interviews of four Indonesian EFL pre-service teachers were examined following Farrell’s framework of reflective practice. Through a thematic analysis of reflective journals, this study revealed a nuanced understanding of how pre-service teachers’ engagement with web-based EFL language proficiency practice shaped their evolving language proficiency beliefs and practices. By reflecting on their unique challenges and developing personalized strategies, they grew autonomy, adaptability, and effectiveness in their language proficiency practice. The implications of this research and avenues for future inquiry are delineated. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
English Language Education, Universitas Negeri Jakarta, Jakarta, Indonesia
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