• Mohammad Zohrabi

  Author

• Maryam Yousefi

  Author

This study sought to explore the effect of reflective teaching on the proficiency level of
the male Iranian EFL intermediate learners. To address the objectives of the study a
correlational and a quasi-experimental design were adopted. As for the correlational phase of
the study, initially some twenty teachers and some two hundred forty EFL advanced learners
were identified. Then the questionnaires were distributed among them. The reflective teaching
questionnaire was distributed among the teachers and the WTC along with the intrinsic
motivation questionnaires were given to the learners to be filled out. In order to obtain the
proficiency scores of the participants, a TOEFL was administered to the two hundred forty
advanced learners. As for the experimental phase of the study, initially, two teachers, a reflective
teacher and a non-reflective teacher, were selected based on the results of reflective teaching
questionnaire. Following that, sixty participants who had been chosen based on the normal
curve and standard deviation were divided randomly into two groups i.e. an experimental and a
control group. The experimental group was taught by the reflective teacher. During this class,
the teacher drew upon the principles of reflective teaching offered by Kumaravadivelu (2006).
The control group was taught by the unreflective teacher. No tangible reflective actions were
adopted by the teacher in this group. Finally, both groups sat for the PET exam the results of
which were used to explore the impact of reflective teaching on the proficiency level of the
participants. It was revealed that reflective teaching had a positive effect on the proficiency level
of the participants.

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