This paper reflects the theoretical review of reflective practice in foreign language education, on the basis of the classic researchers such as Dewey (1933), Schön (1983) and modern researchers Curry et al. (2023) and Mamatkulova (2023). It explores the role of reflection (defined as conscious reflection on one's experiences, thoughts and behaviours) as a metacognitive tool which helps language learners to recognise problems, take responsibility for their learning and learn to adopt self-regulated learning strategies. The paper proposes that, unlike other academic fields, foreign language learning requires a special and complex reflection because in this learning, meaning, grammar, pronunciation and cultural context must be managed at the same time. It ends with a call to action to move reflection from the peripheral activity to the centre of EFL teaching.