Abstract

Purpose: This study examines the impact of reflective practices on students' interpretations of literary texts. It shows how students' engagement and personal connection to literature can be improved. Hence, this study develops a culturally responsive framework for reflective teaching in Saudi EFL literature classrooms. Methodology: This study adopts a conceptual and design-based approach to propose a model for integrating reflective practices in tertiary-level EFL classrooms in Saudi Arabia. The study is grounded in theoretical analysis and review of best practices from existing literature. Findings: The findings of this study show that the reflective practice tasks included in the current syllabus will help students engage more with the literary texts they study Hence, the study concludes with some recommendations to incorporate reflective practices as alternative assessment tools rather than following the traditional assessment practices.