The Effect of Reflective Teaching on Iranian EFL Students achievement: The Case of Teaching Experience and Level of Education

Abstract

High quality teaching, student learning, and students achievement is dependent on the skills teachers use and the existence of professional expertise such as teachers reflectivity. The purpose of this study was to see whether there was any relationship between Iranian EFL teachers reflectivity and their students' language achievement and whether there was any difference between teachers reflectivity, considering their teaching experience and level of education. For the study, 83 EFL teachers from nine language institutes in Isfahan, Iran, were randomly selected. Larrivee's (2008) reflectivity questionnaire, which classifies reflectivity into four levels: pre-reflection, surface reflection, pedagogical reflection, and critical reflection, was used for data collection; furthermore, an observation checklist, based on the questionnaire, was also used. Data analysis revealed that the more experienced the teachers, the more reflective they were; moreover, teachers with higher degrees were more reflective. In addition, there was a positive relationship between teachers reflectivity and students achievement.

EFL Teachers’ Development of Reflective Practice Through Knowledge Sharing in a Reflective Focus Group

“…Teachers' re ection on their classroom-based experiences can have a positive relationship with students' achievement (Kheirzadeh & Sistani, 2018); it can improve teacher self-e cacy (Hosseini, et.al., 2018) and produce more skilled and capable teachers (Zeichner & Liston, 1996).…”

From Knowledge Sharing to Reflective Thinking: Using Focus Group to Promote EFL Teachers’ Reflectivity

“…Teachers who engage in reflective teaching learn from their classroom experiences which in turn results in their professional growth and performance (Fendler, 2003;Cirocki & Farrell, 2017;Zahid & Khanam, 2019). Teachers' reflection on their classroom-based experiences can have a positive relationship with students' achievement (Kheirzadeh & Sistani, 2018); it can improve teacher self-efficacy (Hosseini et al, 2018) and produce more skilled and capable teachers (Zeichner & Liston, 1996).…”

Preservice music teachers in Korea and their collaborative reflection with peers

“…By reflecting on their teaching practices, teachers can consider different aspects of their teaching and their students' learning, better understand their teaching contexts, examine and reflect on whether their teaching strategies work as intended, and consider alternative methods and ways of teaching (Farrell, 2008;Holly, 1989;Larrivee, 2005;Liu & Zhang, 2014;Valdez et al, 2018). As a result, teachers' reflections can create better educational environments for students (Kheirzadeh, 2018) and positively affect students' achievement levels (Kheirzadeh, 2018;Sanders, 2000). Ultimately, by reflecting not only on their teaching skills and knowledge but also on the assumptions, beliefs, values, and attitudes that underlie their teaching practices and actions, teachers can become empowered practitioners who question social norms, disciplines, ideologies, and policies and effectively change social and institutional contexts (Matthews & Jessel, 1998).…”

“…Several international studies have focused on how to promote student teachers' reflective thinking as one aspect of their teaching practices and on how student teachers' reflections have changed (Cho, 2009;Kheirzadeh, 2018;Lee, 2007;Parsons & Stephenson, 2005;Stegman, 2007;West, 2012). However, prior studies have focused primarily on student teachers of science and English, while research on music teachers remains limited.…”