AbstractThis study aims to examine the criticality of the reflection written by the Teaching
English as a Second Language (TESL) student teachers while undertaking a course
in the TESL programme. In addition, the study also aims to assess the reflection
components in the student teachers’ reflective entries. The pedagogical reasoning
that influences student teachers’ choice of topics in writing their reflection is also being
studied in this research. This study employs a case study design in which the data
were analysed qualitatively. The reflective entries of student teachers were collected,
and the data were analysed using content analysis method. The data from semistructured
interviews were analysed according to 5 main themes which are further
branched out into several sub-themes. There were 29 student teachers, in their sixth
semester in a teacher education university in Malaysia, who participated in the study.
They were taking a pedagogical course which prepared them for th.....