الفهرس 
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Abstract
This study aimed at determining the effectiveness of using reflection in developing Tourism and Hospitality students’ oracy in English. Two modes of reflection (i.e., active reflection and proactive reflection) were used for developing two aspects of oracy: language awareness of some features of spoken language (i.e., phonology, vocabulary, grammar, and pragmatics) and some oral performance criteria (i.e., active listening, turn-taking, questioning, responding, and overall performance quality). To investigate the problem of the study, two sections from third-year, Tourism students – Faculty of Tourism and Hospitality, Suez Canal University – were randomly assigned to be either the experimental group (EG) or the control group (CG). Both groups studied six spoken texts; the former had the chance to practice reflection with its two modes while the latter had not that chance. They were pre-tested and post-tested on their oracy. A t test for independent samples demonstrated that there was a statistically significant difference between the mean score of the EG and that of the CG on the post OT favoring the EG in language awareness including vocabulary, grammar, and pragmatics and oral performance including active listening, turn-taking, questioning, responding, and overall performance quality. Therefore, it was concluded that using reflection is effective in developing Tourism and Hospitality students’ oracy in English.