Reflective learning helps EFL pre-service teachers analyze their teaching experiences and develop professional skills. This study examines its challenges and benefits using a qualitative narrative inquiry. Data were collected from two pre-service teachers at UIN Walisongo Semarang through structured reflections and semi-structured interviews, then analyzed using narrative analysis. The findings reveal two main challenges in using reflective learning. First, time constraints made it difficult for participants to engage in deep self-analysis. One participant struggled to allocate time for reflection due to a busy teaching practice, while the other found it hard to balance teaching responsibilities and reflection, leading to inconsistent reflective practices. Second, difficulty in structuring words for reflection. One participant struggled to organize thoughts clearly, making reflections repetitive and lacking depth, while the other wrote unstructured reflections that were difficult to analyze. Despite these challenges, reflective learning provided three major benefits. It helped participants understand their strengths and weaknesses, such as recognizing overreliance on technology and improving classroom management. It also boosted their confidence, allowing them to try new teaching strategies and make more informed instructional decisions. Lastly, it helped them recognize and solve teaching challenges, such as addressing students' diverse learning needs by adapting lesson plans and instructional approaches. These findings highlight the need to integrate structured reflection into teacher training programs to better prepare pre- service teachers for real classroom situations.
Keywords : Reflective learning, EFL pre-service teachers, Language teaching skills