As an effective instructional approach, contemplative teaching has been shown to improve language learning. Nevertheless, its impact on the development of L2 speaking and self-regulation particularly from the perspective of learners has not been examined so far. For thi
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As an effective instructional approach, contemplative teaching has been shown to improve language learning. Nevertheless, its impact on the development of L2 speaking and self-regulation particularly from the perspective of learners has not been examined so far. For this purpose, 62 English as a foreign language (EFL) learners in a language institute in Iran were selected to participate in the study. Participants in the experimental group were exposed to contemplative instruction using the relevant practices, whereas those in the control group received no such instruction. A mixed-methods approach was used in this study for data collection and the obtained data were analyzed through t-tests. The results of statistical analyses failed to demonstrate the effect of the contemplative teaching approach on the speaking skill development of learners. Furthermore, contemplative teaching did not affect the self-regulation behaviors of learners receiving it. And, while learners appreciated some aspects of the contemplative approach, they had concerns about its applicability in teaching speaking. The implications of this study for the teachers who wish to practice contemplative teaching are presented.
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