The relationship between Iranian EFL teachers’ reflective behavior and their proficiency level

Year 2018, Volume: 14 Issue: 3, 24 - 36, 15.09.2018

Samad Mirza Suzani

Abstract

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The relationship between Iranian EFL teachers’ reflective behavior and their proficiency level
The main aim of the present study was to investigate the relationship between Iranian EFL Teachers’ reflective behavior as well as their gender and their proficiency level. It also aimed to probe sub-scales of teachers' reflectivity as the best predictors of teachers' proficiency to determine whether different aspects of teacher reflectivity, namely, practical, cognitive, metacognitive, affective, and critical reflection had a noticeable impact on the proficiency level of Iranian EFL teachers. To this end, an IELTS test comprising four skills as well as The Language Teachers' Reflective Inventory (LTRI) were administered to 60 English teachers in three institutes in Shiraz, Iran. The results of the study indicated that there was low positive relationship between reflectivity and teachers EFL proficiency. Besides, among all sub-scales of teachers' reflectivity, just cognitive and practical had a significant contribution in predicting the scores on proficiency at p<.05. In addition, there was no significant difference in scores for females and males with respect to their reflectivity.
Information about Author(s)*
Author 1
Author (Last name, First name)	Mirza Suzani, Samad
Affiliated institution (University)	Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
Country	Iran
Email address	[e-mail]
Department & Rank	Assistant Professor of TEFL
Corresponding author (Yes/No) Write only one corresponding author.	Yes
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Keywords

Iranian EFL teachers; reflective behavior; proficiency level; cognitive reflectivity; practical reflectivity

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