<![CDATA[English Language Teaching (ELT) in English as a Foreign Language (EFL) context is frequently influenced by various contextual barriers that hinder effective teaching and learning processes. These barriers include students’ low motivation, diverse language proficiency levels, limited instructional resources, sociocultural differences, and challenges associated with technology. In response to these complexities, teachers are expected to adopt adaptive and context-sensitive pedagogical practices. This paper aims to examine the role of reflective teaching as strategy for overcoming contextual barriers in English language classrooms. Employing a qualitative literature review approach, the study synthesizes findings from recent studies between 2022 and 2025 on reflective teaching and teacher professional development in EFL settings. The review reveals that reflective teaching serves as an effective strategy for overcoming contextual barriers in English language classroom contexts. Furthermore, reflective practice promotes continuous improvement through self-evaluation, collaborative reflection, and evidence-based pedagogical adjustments. The findings suggest that reflective teaching serves as an effective framework for developing context-responsive pedagogy capable of addressing the dynamic challenges of contemporary English language Education. Therefore, integrating reflective practice into teacher education programs and professional development initiatives is essential for improving the quality and effectiveness of English language teaching.]]>
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