Revisiting Reflection Levels among Iranian EFL Teachers: The Interactional Effects of Teachers’ Experience and their Academic Degree

Journal of English Language Pedagogy and Practice

دوره 15، شماره 30، آذر 2022، صفحه 195-221   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2022.696848

نویسندگان

Parvin Rezaie؛ Hanieh Davatgari Asl^* ؛ Nader Asadi

Faculty of humanities, Ahar branch, Islamic Azad university, Ahar, Iran

چکیده

The present mixed-method study examines the effect of Iranian EFL teachers’ teaching experience and academic degree on five dimensions of reflective teaching. In this line, a 29-item Likert scale Reflective Teaching Questionnaire composed of practical, metacognitive, critical, cognitive, and affective dimensions was administered to a convenient sample of 142 male/female B.A., M.A., and Ph.D. EFL teachers with 4-30 years of teaching experience. Moreover, a semi-structured interview was conducted with 16 EFL teachers yielding more in-depth triangulated data on their reflection levels and the related problems. The MANOVA results indicated the significant effect of teachers’ experience and academic degree on their reflective teaching with the least effect reported on the affective dimension. The results indicated significant interaction of the two research variables with the dimensions of reflective teaching. Moreover, the interview results indicated that lack of time, prescribed syllabi, and ineffective teacher training programs were the main obstacles of reflective teaching. The findings may bear implications for Iranian curriculum developers, materials writers, teacher trainers, administrators, and EFL instructors.

کلیدواژه‌ها

levels of reflection؛ academic degree؛ teaching experience

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