Relationship between Reflective Teaching and Iranian EFL Learners’ Language Achievement

محورهای موضوعی : نشریه زبان و ترجمه

Farzaneh Abazari ¹ (Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran)
Behzad Ghonsooly ² (Department of English, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran)
Shahram Afraz ³ (Deptartment of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran)

تاریخ دریافت : 1401/07/10 تاریخ پذیرش : 1401/12/24 تاریخ انتشار : 1402/01/12

کلید واژه: language learning, Language achievement, reflective teaching, teachers’ awareness,

چکیده مقاله :

Language learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruction, and test the level of growing teachers’ awareness of reflective teaching which leads to students’ language achievement. Data were collected by the following instruments: a) a TOEFL test administered to 350 Iranian EFL students, b) reflective journals written by 120 Iranian EFL teachers, and c) Reflective Teaching Inventory. For the qualitative stage, 120 male and female EFL teachers from two language institutes in Kerman, the center of Iran, were selected through convenient sampling and were randomly assigned to experimental and control groups. After completing the treatment, a reflective teaching inventory as a post-test was given to the two groups to test the impact of the treatment. The results of the t-test indicated that the experimental group outdid the control group in taking advantage of reflective teaching components. This finding raises provocative questions regarding reflective teaching and teaching skills.

چکیده انگلیسی:

یادگیری و پیشرفت زبان به مهارت هایی که معلمان تمرین می کنند و وجود قابلیت های تخصصی مانند بازتاب معلمان مرتبط است. هدف مطالعه حاضر بررسی میزان مشارکت معلمان زبان انگلیسی در آموزش انعکاسی و بررسی سطح آگاهی فزاینده معلمان از آموزش انعکاسی است که منجر به پیشرفت زبانی دانش‌آموزان می‌شود. داده‌ها با ابزارهای زیر جمع‌آوری شد: الف) آزمون تافل که از 350 دانش‌آموز ایرانی EFL بعمل آمد، ب) یاد داشتهای انعکاسی 120 معلم زبان انگلیسی، ج) پرسشنامه آموزشی انعکاسی. برای مرحله کیفی، 120 نفر از معلمان زن و مرد زبان انگلیسی از دو مؤسسه زبان در کرمان، به روش نمونه‌گیری در دسترس انتخاب و به‌ طور تصادفی در دو گروه آزمایش و گواه قرار داده شدند. پس از اتمام آزمایش، پرسشنامه آموزش انعکاسی به عنوان پس آزمون در اختیار دو گروه قرار گرفت تا تأثیر آزمایش مشخص شود. نتایج آزمون t نشان داد که گروه آزمایش در بهره گیری از مؤلفه های تدریس انعکاسی از گروه کنترل پیشی گرفت. این یافته سؤالات برانگیزنده ای را در مورد آموزش انعکاسی و مهارت های تدریس مطرح می کند.

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Ms. Farzaneh Abazari is a Ph.D. student in TEFL at Qeshm University, Qeshm, Iran. She has been involved in teaching English for more than ten years at some universities. Her main interests include methods and techniques of language teaching.
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Dr. Behzad Ghonsooly is a full professor of Applied Linguistics at the Ferdowsi University of Mashhad, Mashhad, Iran. He has published 10 books in the EFL field and more than 60 papers in various national and international journals. His main research interests are lan-guage testing and introspection psychology.
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Dr. Shahram Afraz is an assistant professor of English Language Teaching at Islamic Azad University, Qeshm Branch, Iran. He mainly teaches language testing, research methodolo-gy, sociology, linguistics, teaching language methodology, etc. His main areas of interest include teachers' education, cooperative learn-ing, language testing, and research. He has published more than 40 papers in international and national academic journals.
Email: [e-mail]