Iranian EFL teachers' reflection levels: The role of gender, experience, and qualifications

Authors

  • Ali Akbar Ansarin Faculty of Literature and Foreign Languages, University of Tabriz, Tabriz, Iran
  • Farahman Farrokhi Faculty of Literature and Foreign Languages, University of Tabriz, Tabriz, Iran
  • Mina Rahmani Faculty of Literature and Foreign Languages, University of Tabriz, Tabriz, Iran

Keywords:

reflective teaching, levels of reflection, critical thinking skills, Iranian educational context, English teachers

Abstract

The present study aimed to investigate the status of reflective teaching practice among Iranian EFL teachers scrutinizing the variables of qualification, years of experience, and gender. One hundred English teachers completed an online questionnaire measuring the four levels of reflective teaching, i.e., pre-reflection, surface reflection, pedagogical, and critical reflection. The results of the multivariate ANOVA showed that Iranian English teachers mainly reflected at the pedagogical level in their classrooms. Critical, surface, and pre-reflection constituted the next levels they reflected on their practice. A significant relationship was found between teachers' qualifications and years of experience and the pedagogical and critical reflection levels. In addition, females outperformed males in terms of critical reflection. The results call for more attention to fostering critical thinking skills among Iranian EFL teachers.

Author Biographies

  • Ali Akbar Ansarin, Faculty of Literature and Foreign Languages, University of Tabriz, Tabriz, Iran

    Ali Akbar Ansarin, PhD (ELT), is an associate professor at the University of Tabriz. His research interests include second language acquisition and psycholinguistics.

  • Farahman Farrokhi, Faculty of Literature and Foreign Languages, University of Tabriz, Tabriz, Iran

    Farahman Farrokhi, PhD (ELT), is a professor at the University of Tabriz. His research interests are tasked-based teaching and syllabus design.

  • Mina Rahmani, Faculty of Literature and Foreign Languages, University of Tabriz, Tabriz, Iran

    Mina Rahmani is a PhD candidate at the University of Tabriz. She is interested in psycholinguistics and reflective teaching.

Downloads

Published

2015-10-20

Issue

Section

Articles

How to Cite

Iranian EFL teachers’ reflection levels: The role of gender, experience, and qualifications. (2015). The Asian Journal of Applied Linguistics, 2(2), 140-155. https://caes.hku.hk/ajal/index.php/ajal/article/view/159