Search for optimization and improvement of the quality of higher education has encouraged scholars to turn to self-reflection as a practice aimed at self-development and self-analysis. Further assimilation of self-reflection into the educational process prompted teachers to introduce reflective practices into classes of English as a second language, which allowed to both improve students’ speaking skills and their awareness of reflection. Thus, the methodology of reflection-based teaching of speaking skills was devised and implemented. The next step was to assess the extent to which the above-mentioned methodology prompted self-reflection development. To realize this goal it was necessary to undertake experimental learning and analyze its results from the standpoint of a complex of quantitative and qualitative research methods. In the article this complex is described in detail with a particular emphasis on the method of case study as the central qualitative research method. Moreover, the shift in the students’ ability to reflect on their speech is described.

Case study, self-reflection, speaking skills