THEORETICAL FOUNDATIONS FOR THE DEVELOPMENT OF REFLEXIVITY IN STUDENTS AND THE ESSENCE OF PERSONAL FACTORS

Abstract

This article examines theoretical perspectives on the development of reflexivity and the impact of personal factors among undergraduates enrolled in English Language programs. Drawing on a comprehensive synthesis of scholarly perspectives, the study establishes the contributions of various scholars to establish a basis for the research. Through the lens of reflexivity, the study explores how participants perceive their own educational activities and the resulting outcomes of their self-evaluation. Furthermore, the article provides a detailed analysis of reflexivity levels, encompassing critical thinking, self-appraisal (including constructive dissatisfaction), and the drive for continuous inquiry, alongside key professional and personality traits.