A Study of Exploratory Factor Analytic Model: Identifying Optimal Number of Factors Affecting Reflection-for-action Scale

International Journal of Foreign Language Teaching and Research

دوره 10، شماره 41، مهر 2022، صفحه 117-136   

نوع مقاله: Research Papers

شناسه دیجیتال (DOI): 10.30495/jfl.2022.689353

نویسندگان

Nazanin Forghani¹؛ Mohammad Bavali^{* 2}؛ Ehsan Hadipour Fard¹

¹Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran

²Department of English, Shiraz Branch Islamic Azad University, Shiraz, Iran

چکیده

This study aimed at developing and designing a new model and instrument to explore attitudes of Iranian EFL Teachers towards reflection-for-action through their teaching. In so doing, the researchers followed several rigorous steps including extensive literature review, content selection, item generation, designing the rating scales and personal information part, item revision, and detecting factor structure. An initial draft of the questionnaire consisting of ten dimensions along with 49 items, investigating teachers’ attitudes towards the components of reflection-for-action scale based on the literature and interview with a panel of experts. Then, it was distributed to a group of 150 Iranian EFL teachers to refine it more. Finally, Exploratory factor analysis (EFA) of the obtained data revealed that the questionnaire consisted of a seven-factor structure including Academic Qualification as the (first factor), Experience (second factor), Professional Development (third factor), Collaboration (fourth factor), Perception (fifth factor), Efficacy (sixth factor), Motivation (seventh factor).
       

کلیدواژه‌ها

Exploratory factor analysis؛ Factor extraction؛ Reflection-for-action؛ Suitability of data

مراجع

Abednia, A., Hovassapian, A., Teimournezhad, S. and Ghanbari, N. (2013). Reflective journal writing: Exploring in-service EFL teachers’ perceptions. System 41, 503-514.

Aghaie, P. (2021).  Relationship between Professional Identity and Reflectivity: A Case of  Iranian EFL Teachers. International Journal of Foreign Language Teaching & Research, 34 (9).

Akbari, R., Bhezadpour, F. & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38, 211-227.

Alrababi, F. (2014). The Effects of Teachers’ In-Class Motivational Intervention on Learners’       EFL Achievement. Applied linguistics, 1-28.

Andrea, V. and D. Gosling (2005). ‘Joining the dots: reconceptualizing educational development’, Active Learning.

Aukes, C., Geertsma, J., Cohen-Schotanus, J., Zwierstra, R., & Slaets, P.J. (2007) “The development of a scale to measure personal reflection in medical practice and education”. Medical Teacher. 29, 177–182.

Bett, H. K. (2016). The cascade model of teachers’ continuing professional development in          Kenya: A time for a change. Cogent Education, 3, 1-9.

Black, G.L. (2015). Developing teacher candidates’ self-efficacy through reflection and supervising teacher support. In Education, 21(1), 78-98.

Bleakley, A. (1999) From Reflective Practice to Holistic Reflexivity, Studies in Higher Education, 24, 315–330.

Borg, S. (2011). Language Teacher Education. The Routledge handbook of applied linguistics. 6(4). 215-228. London: Routledge.

Cattell, R.B. (1973). Factor analysis. Westport, CT: Greenwood Press.

Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95-110.   doi:10.24059/olj.v23i1.1447

Chua, Y. P. (2014). Ujian Regresi, Analisis Faktor, dan Analisis SEM. Shah Alam: McGraw Hill Education.

Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing. New York: Routledge.

Dörnyei, Z. (2007). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.  

Farrell, T. (2015). Promoting teacher reflection in second language education: a framework for TESOL professionals. New York: Routledge.

Farrell, T. S. C. (2013). Reflective practice in ESL teacher development groups: From practices to principles. Basingstoke: Palgrave Macmillan.

Farrell, T. (2011). Keeping score: reflective practice through classroom observations. RELC, 42, 265-272.

Ghaye, T. (2011). Developing the reflective healthcare team. Blackwell Publishing, Oxford.

Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods. London:   FEU.

Greenaway, R. (1995). Doing reviewing. Journal of Adventure Education and Outdoor      Leadership, 9(1), 15-17.

Gutiérrez, M., Adasme, M., & Westmacott, A. (2019). Collaborative reflective practice: its influence on pre-service EFL teachers’ emerging professional identities. Iranian Journal of Language Teaching Research, 7(3), 53-70.

Habibpour, K. & Safari, R. (2012). Comprehensive SPSS Application Guide in Survey Research. Tehran University. 

Hajira, B, and Shamsa, A. (2012). Reflective practices and teacher educators: An exploratory study. International Journal of Social Science and Education, Vol (3) (1) 2223-4934 retrieved.

Hanson, M. (2001). Institutional theory and educational change. Educational Administration Quarterly, 37(5), 637-661.

Harford, J. & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching & Teacher Education, 24, 1884-1892.

Harrison, M., Short, C., & Roberts, C. (2003). Reflecting on reflective learning: The case of geography, earth, and environmental sciences. Journal of Geography in Higher Education, 27, 133- 152.

Heather & Amy, (2012). Condensing our stories six-word memories. Hammy: 10wordpress. Retrieved from ttp://hamy10.wordpress.com/2012/06/01/ condensing-our-stories-six-          word-memoirs-amy/

Helyer, R. (2015). Learning through reflection: The critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management, 7(1), 15-27.https://doi.org/10.1108/JWAM-10-2015-003.

Henson, RK. & Roberts, JK. (2006). Use of Exploratory Factor Analysis in Published Research: Common Errors and Some Comment on Improved Practice. Educational and Psychological Measurement, 66(3).

Impedovo, M. & Malik, S. (2016). Becoming a Reflective In-service Teacher: Role of Research Attitude. Australian Journal of Teacher Education, 41(1), 45-62.https://doi.org/10.14221/ajte.2016v41n1.6.

Javadi, F., &Khatib, M. (2014). On the relationship between reflective teaching and teachers’ burnout. International Journal of Research Studies in Language Learning, 3(4), 85-  96.

Kabilan, M. K. (2007). English language teachers reflecting on reflections: a Malaysian experience. TESOL Quarterly, 41(4), 681-706.

Kember, D., Doris, Y.P., Leung, A., Alice, Y. L., & Yeung, E. (2000) “Development of a questionnaire to measure the level of reflective thinking”. Assessment & Evaluation in Higher Education. 25(4), 381–395.

Khatib, M., & Rahimi, A. (2015). Attitudes towards English language norms in the expanding circle: Development and validation of a new model and questionnaire. The Journal of Teaching Language Skills, 7(1), 51-81. http://jtls.shirazu.ac.ir/pdf_3234_dc3d4ff37a2f26d38fdc290f95d23917.html

Knobel, M. and Kalman, J. (2016). Studying new literacies. Journal of Adolescent and Adult Literacy, 58(2), 97–101.

Kolb, D.A. (2014) Experiential learning: Experience as the source of learning and development. Pearson FT Press.

Kramsch, C. (2008) "Framing Foreign Languages in the U.S.: The Case oí German." Critical Inquiry in Language Studies, 151-78.

Krutka, D. G., Bergman, D. J., Flores, R., Mason, K., & Jack, A. R. (2014). Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with preservice teachers. Teaching and Teacher Education, 40, 83-93. doi:10.1016/j.tate.2014.02.002

Kuit, A. J., Reay, G. and Freeman, R. (2001). Experiences of reflective teaching. Active Learning in Higher Education, 2, 128-142.

Kwapong, S. (2019). Investigating the Experiences of International and Domestic Students in a Peer Mentoring Program and its Effects on Intercultural Competence: Qualitative Study from ProQuest Dissertations and Theses database. (UMI No. 77854669).

Larrivee, B. (2008) ‘Transforming teaching practice: becoming the critically reflective teacher’, in Reflective Practice, 1(3), 293–307.

Lee, J. (2007) The McGraw-Hill foreign language professional series: Directions in second language learning, and Perspectives on theory and research. New York: McGraw        Hill.

Liu, L., & Zhang, L. (2014). Enhancing teachers’ professional development through reflective teaching. Theory and Practice in Language Studies, 4(11), 2396-2401.

Liou, H.C., (2001). Reflective practice in a pre-service teacher education program for high school English teachers in Taiwan, ROC. System, 29, 197-208.

Mathew, N. G. (2017). Reflective classroom practice for effective classroom instruction.   International Education Studies, 5(3), 205-207.https://doi.org/10.5539/ies.v5n3p205.

Motallebzadeh, K. H., Hosseinnia, M., & Domskey, G. H. J. (2016). Peer observation: A key factor to improve Iranian EFL teachers’ professional development. Cogent Education, 4, 1-12.

Nilsson, M., Andersson, I., & Blomqvist, K. (2017). Coexisting needs: Paradoxes in collegial reflection—The development of a pragmatic method for reflection. Education          Research International, 1-12. doi:10.1155/2017/4851067

Olteanu, C. (2016). Reflection and the object of learning. International Journal for Lesson and Learning Studies, 5(1), 60–75.

Osterman, K. F. & Kottkamp, R. B. (2004). Reflective Practice for Educators: Improving Schooling through professional development. Newbury Park, CA: Corwin Press.

Pett, M.A., Lackey, N.R. and Sullivan, J.J. (2003) Making Sense of Factor Analysis: The Use of Factor Analysis for Instrument Development in Health Care Research. SAGE Publications. http://dx.doi.org/10.4135/9781412984898

Rahimi, M., & Weisi, H. (2018). The impact of research practice on professional teaching practice: Exploring EFL teachers’ perception. Cogent Education, 5(1), 1-15. https://doi.org/10.1080/2331186X.2018.1480340.

Rolfe, G., Jasper, M. & Freshwater, D. (2010) Critical reflection in practice: generating knowledge for care. 2nd. Basingstoke: Palgrave Macmillan.

Roskos, K., Vukelich, C., & Risko, V. (2001). Reflection and learning to teach reading: A critical review of literacy and general teacher education studies. Journal of Literacy  Research, 33(4). 595-635. doi:10.1080/10862960109548127

Rust, F. O. (2007). Action Research in Early Childhood Contexts. In J. A. Hatch (Eds.), Early Childhood Qualitative Research (pp.95–108). New York, NY: Routledge.

Seitova, M. (2019). Student teachers’ perceptions of reflective practice. International Online Journal of Education and Teaching (IOJET), 6(4). 765-772.

Sobral, T. (2001) “Medical students’ reflection in learning in relation to approaches to study and academic achievement”. Medical Teacher 23, (5), 508–513.

Smyth, J. (1993). Reflective Practice in Teacher Education. Australian Journal of Teacher             Education, 18(1).

Soodmand Afshar, H., & Donyaie, Sh. (2019). EFL teachers’ identity construction through a reflection consciousness-raising interactive workshop. International Journal of Society, Culture & Language, 7(2), 80-93.

Soodmand AFfshar, H., & Farahani, M. (2014). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom. International Journal of Instruction, 5(1), 167-182.

Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC: American Psychological Association.

Thompson, B., & Daniel, LG. (1996). Factor analytic evidence for the construct validity of scores: A historical overview and some guidelines. Educational and Psychological  Measurement. 56(2), 197-208.

Tok, T. N. & Dolapçıoğlu, S. D. (2013). Views of the novice teachers regarding planning and implementing the plan. International Journal of Educational Research. 1 (4), 27-34.

Wolfensberger, B., Piniel, J., Canella, C. & Kyburz-Graber, R. (2010). The challenge of involvement in reflective teaching: Three case studies from a teacher education project on conducting classroom discussions on socio-scientific issues. Teaching and Teacher Education, 26, 714- 721.

Yeşilbursa, A. (2013). Construct Validation of the English Language Teaching Reflective Inventory with a Sample of Turkish University EFL Instructors. English Language Teaching, 6, (5).

Zafar Iqbal, M. (2017). Reflection-in-Action: A Stimulus Reflective Practice for Professional Development of Student Teachers.  Bulletin of Education and Research, 39(2), 65-82.  

Zalipour, A. (2015). Reflective practice: Teaching development unit. https:// www. waikato.ac.nz/__ data/assets/pdf_file/0006/360861/Reflective-Practice June-2015.pdf.

Zeichner, K.M. (2003). Reflective teaching. Mahwah, NJ: Lawrence Erlbaum Associates.

Zeichner, K. M. & Liston, D. P. (2004). Reflective Teaching: An Introduction. New Jersey, Lawrence Erlbaum Associates Inc.