VietTESOL International Convention 2026

Reflection-on-action is considered one of the most crucial elements in foreign language teacher training, especially after microteaching sessions, as it assists pre-service teachers to evaluate the effectiveness and improve their professional competence. However, in spite of its potential benefits, students may encounter various difficulties during the reflection process. Currently, there is still limited research on this issue within the context of English teacher training at Vinh University. Therefore, this study aims to investigate the perceived advantages and challenges experienced by EFL pre-service teachers when engaging in reflection-on-action after microteaching sessions. This study employed a mixed methods design with an explanatory sequential approach. Quantitative data were collected first through a Likert-scale questionnaire administered to 100 English pedagogy students and analyzed using descriptive statistics. Qualitative data were then gathered through semi-structured interviews with 8 participants to further explain the survey results and processed by thematic analysis. The findings indicated that most participants reported positive impacts associated with reflection-on-action in improving lesson preparation and planning, classroom management, and instructional performance after microteaching. However, they also encountered internal and external challenges during the process of reflection, such as limited reflective competence, negative affective attitudes, time constraints, and insufficient guidance for conducting deeper analysis. The study is expected to provide further understanding of reflection-on-action, help lecturers support more effective post-teaching reflection, and contribute to improving microteaching activities and teacher education programs at the university.