TY  - JOUR
T1  - Fostering Critical Reflection in EFL Learning: A Transformative Learning Approach
TT  - Yabancı Dil Olarak İngilizce Öğreniminde Eleştirel Yansıtmayı Teşvik Etmek: Dönüştürücü Öğrenmeye Dayalı Bir Yaklaşım
AU  - Tural, Pınar
AU  - Beaktaş Çetinkaya, Yeşim
PY  - 2025
DA  - October
Y2  - 2025
DO  - 10.51460/baebd.1790121
JF  - Batı Anadolu Eğitim Bilimleri Dergisi
JO  - WAJES
PB  - Dokuz Eylül Üniversitesi
WT  - DergiPark
SN  - 1308-8971
SP  - 93
EP  - 120
VL  - 16
IS  - Special issue 4 - SUSTAINABILITY ON EDUCATION
LA  - en
AB  - This study investigates the effect of critical reflection practices on language instruction in an EFL setting. Mezirow’s Transformative Learning Theory forms the theoretical framework of the study. The researchers aim to explore how critical reflection can help students shed new light on their existing distorted assumptions related to language learning, self-concept, and societal norms. Adopting an embedded mixed-methods design, both quantitative and qualitative instruments are used to examine how transformative practices based on critical reflection can support students’ academic, personal, and social development. The quantitative phase employed a quasi-experimental pretest-posttest control group design using the Critical Reflection Inventory. The qualitative data were collected from open-ended questionnaires, weekly journals, and semi-structured interviews. In a fourteen-week study during an Oral Communication Skills course at a university, the intervention incorporated reflective practices to raise students’ awareness of their language learning journeys. The quantitative results showed no statistically significant change in pretest and posttest scores; however, the qualitative data showed students’ noticeable improvement in challenging their distorted assumptions. Participants critically examined their distortions in their epistemic, sociolinguistic, and psychological premises, leading to deeper metacognitive awareness and revised perspectives. The study emphasizes the importance of integrating reflective practices into foreign language instruction. It suggests that time is often needed for perspective change, where existing assumptions are questioned and re-evaluated; however, reflective pedagogy can foster meaningful changes, avoiding the results of distorted assumptions, namely, the obstruction of meaning-making in new experiences, and consequent academic and personal failures. Future research should explore the long-term effects and broader applications of transformative learning in language education.
KW  - Transformative learning
KW  - Critical reflection
KW  - Distorted assumptions
N2  - Bu çalışma, Yabancı Dil Olarak İngilizce öğretiminde eleştirel yansıtma uygulamalarının etkisini incelemektedir. Araştırmanın teorik çerçevesi olarak Mezirow’un Dönüştürücü Öğrenme Kuramı benimsenmiştir. Çalışmanın amacı, eleştirel yansıtmanın öğrencilerin dil öğrenimi, benlik kavramı ve toplumsal normlarla ilgili mevcut çarpıtılmış varsayımlarını yeniden gözden geçirmelerine nasıl yardımcı olabileceğini araştırmaktır. İç içe karma yöntem deseni benimseyen çalışma, eleştirel yansıtma merkezli dönüştürücü uygulamaların öğrencilerin akademik, kişisel ve sosyal gelişimlerini nasıl destekleyebileceğini nicel ve nitel araçlar kullanarak incelemektedir.Nicel aşamada, Eleştirel Yansıtma Öz Değerlendirme Ölçeği kullanılarak öntest ve sontest kontrol gruplu yarı deneysel bir tasarım uygulanmıştır. Nitel veriler ise açık uçlu sorular, her hafta yazılan günlükler ve yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Üniversitede verilen Sözlü İletişim Becerileri dersinde gerçekleştirilen on dört haftalık müdahale sürecinde, öğrencilerin dil öğrenme yolculuklarına dair farkındalıklarını artırmak amacıyla yansıtıcı uygulamalar entegre edilmiştir.Nicel sonuçlar, öntest ve sontest puanları arasında istatistiksel olarak anlamlı bir değişiklik göstermese de, nitel veriler katılımcıların çarpıtılmış varsayımlarını sorgulama ve yeniden değerlendirme konusunda kayda değer gelişmeler yaşadıklarını ortaya koymuştur. Öğrenciler, epistemik, sosyodilbilimsel ve psikolojik temel varsayımlarındaki çarpıtmaları eleştirel biçimde inceleyerek daha derin bir üstbiliş farkındalığı ve gözden geçirilmiş bakış açıları kazanmışlardır.Bu çalışma, yansıtıcı uygulamaların yabancı dil öğretimine entegre edilmesinin önemini vurgulamaktadır. Mevcut varsayımların sorgulanıp yeniden değerlendirilmesini içeren bakış açısı değişiminin zaman alabileceğini öne sürmekle birlikte, yansıtıcı pedagojinin anlamlı değişimleri teşvik edebileceğini göstermektedir. Çünkü çarpıtılmış varsayımlar, yeni deneyimlerde anlamlandırmayı engelleyerek akademik ve kişisel başarısızlıklara yol açabilir. Gelecek araştırmaların, dönüştürücü öğrenmenin uzun vadeli etkilerini ve dil eğitimindeki daha geniş uygulamalarını incelemesi önerilmektedir.
CR  - Akdağ Kurnaz, E. (2018). Dönüştürücü öğrenme kuramına göre İngilizce dersinde hazırlanmış öğrenme etkinliklerinin üniversite öğrencilerinin bakış açısı dönüşümlerine etkisinin incelenmesi [Doctoral Dissertation]. Eskişehir Osmangazi University.
CR  - Akbari, Z. (2019). EFL learners’ misconceptions or erroneous beliefs about language learning: An ESP context. Research Quarterly, 9, 31–45. https://doi.org/10.32038/ltrq.2018.09.03
CR  - Alkan, M. F., & Kartal, Ş. (2018). Comparison of teaching English as a foreign language in Turkey with Denmark, Hungary, and Portugal. Turkish Online Journal of English Language Teaching, 3(1), 10-23.
CR  - Bannai, M. (2008). L2 knowledge of verb placement by Japanese learners of English. IRAL - International Review of Applied Linguistics in Language Teaching, 46(1), 1–29. https://doi.org/10.1515/IRAL.2008.001
CR  - Barrot, J. S. (2014). A sociocultural perspective on second language teacher identity. The Language Learning Journal, 42(3), 287–299.
CR  - Bektaş‐Çetinkaya, Y. (2024). Turkish students’ language‐learning perezhivanie, learner identities, and transformation of self. International Journal of Applied Linguistics, 34(3), 1032–1045. https://doi.org/10.1111/ijal.12552
CR  - Booth, P., Clenton, J., & Van Herwegen, J. (2018). L1–L2 semantic and syntactic processing: The influence of language proximity. System, 78, 54–64. https://doi.org/10.1016/j.system.2018.07.011
CR  - Bown, J., & White, C. J. (2010). Affect in a self-regulatory framework for language learning. System, 38(3), 432–443. https://doi.org/10.1016/j.system.2010.03.016
CR  - Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
CR  - Brock, S. E. (2010). Measuring the importance of precursor steps to transformative learning. Adult Education Quarterly, 60(2), 122–142. https://doi.org/10.1177/0741713609333084
CR  - Caruana, V., Woodrow, K., & Luis, P. (2015). Using the learning activities survey to examine transformative learning experiences in two graduate teacher preparation courses. InSight: A Journal of Scholarly Teaching, 10, 25–34. https://doi.org/10.46504/10201502ca
CR  - Cranton, P. (2006). Understanding transformative learning: A guide for educators of adults. Jossey‐Bass.
CR  - Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson.
CR  - Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
CR  - Curry, N., Maher, K., & Peeters, W. (2020). Identifying emotions and thoughts related to speaking anxiety: Laying the groundwork for designing Cbt-based support materials for anxious learners. Journal for the Psychology of Language Learning, 2(1), 57–89. https://doi.org/10.52598/jpll/2/1/4
CR  - Deveci, T. (2014). The transformative learning experiences of learners of English as a Foreign Language at a university preparatory programme. Transformative Dialogues: Teaching & Learning Journal, 7(3), 1–19.
CR  - Dewaele, J.-M. (2017). Are perfectionists more anxious foreign language learners and users? In New Insights into Language Anxiety (pp. 70–90). Multilingual Matters. https://doi.org/10.21832/9781783097722-006
CR  - Doughty, C., & Long, M. (2003). The handbook of second language acquisition. Blackwell Publishing.
CR  - Flett, G. L., & Hewitt, P. L. (2002). Perfectionism and maladjustment: An overview of theoretical, definitional, and treatment issues. In G. L. Flett & P. L. Hewitt (Eds.), Perfectionism: Theory, research, and treatment (pp. 5-31). American Psychological Association. https://doi.org/10.1037/10458-001
CR  - Foster, A. (1997). Transformative learning in adult second language learning. New Directions for Adult and Continuing Education, 74, 33–40. https://doi.org/10.1002/ace.7404
CR  - Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2022). How to Design and Evaluate Research in Education. McGraw Hill.
Gibson, W., & Brown, A. (2009). Working with qualitative data. Sage Publications.
CR  - Glesne, C. (1999). Becoming a qualitative researcher. Longman.
CR  - Hendershot, K. (2010). Transformative learning and global citizen identity development in undergraduates: A case study [Doctoral Dissertation]. Claremont Graduate University.
CR  - Herr, K., & Anderson, G. L. (2015). The action research dissertation: A guide for students and faculty. Sage Publications.
CR  - Hinkel, E. (2001). Building awareness and practical skills to facilitate crosscultural communication. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 443–458). Heinle & Heinle.
CR  - Huang, L., Lin, G., Tang, L., Yu, L., & Zhou, Z. (2020). Special attention to nurses’ protection during the COVID-19 epidemic. Critical Care, 24(1), 120. https://doi.org/10.1186/s13054-020-2841-7
CR  - Jacobson, W. (1996). Learning, culture, and learning culture. Adult Education Quarterly, 47(1), 15–28. https://doi.org/10.1177/074171369604700102
CR  - Johnson, S. (2015). Adult learning in the language classroom. Multilingual Matters. https://doi.org/10.21832/9781783094172
CR  - Johnson, S., & Nelson, B. (2010). Above and beyond the syllabus: Transformation in an adult, foreign language classroom. Language Awareness, 19(1), 35–50. https://doi.org/10.1080/09658410903079165
CR  - Kaşkaya, A. (2013). Okul ve öğretmen içerikli sinema filmlerinin öğretmen adaylarinin pedagojik inançlari ve eleştirel yansitma becerileri üzerine etkisi [Doctoral Dissertation]. Gazi University.
CR  - Kearney, E. (2021). Transformation of learners’ meaning-making repertoires through classroom instruction. In B. L. Leaver, D. Davidson, & C. Campbell (Eds.), Transformative language learning and teaching (pp. 166–175). Cambridge University Press.
CR  - Khezerlou, E. (2023). Iranian EFL students’ perceptions of foreign language writing anxiety and perfectionism in essay writing. Journal of English Language Teaching and Linguistics, 8(3), 277. https://doi.org/10.21462/jeltl.v8i3.1167
CR  - King, K. P. (1999, May). Changing languages, cultures, and self: The adult ESL experience of perspective transformation. Paper presented at the 40th Annual Adult Education Research Conference, DeKalb, IL. Retrieved from https://newprairiepress.org/aerc/1999/papers/21 
King, K. P. (2000). The adult ESL experience: Facilitating perspective transformation in the classroom. Adult Basic Education, 10(2), 69–89.
CR  - King, K. P. (Ed.). (2009). The handbook of the evolving research of transformative learning: Based on the learning activities survey (10th anniversary edition). Information Age Publishing.
CR  - Kitchener, K. S., & King, P. M. (1990). The reflective judgment model: Transforming assumptions about knowing. In J. Mezirow (Ed.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 159–212). Jossey-Bass.
CR  - Knutson, E. (2006). Cross-culltural awareness for second/foreign language learners. The Canadian Modern Language Review 62(4). 591-610. DOI: 10.3138/cmlr.62.4.591
CR  - Kolkaya, Ç. (2019). Ortaöğretim öğrencilerinin İngilizce özyeterlik inançlarının ve kaygılarının incelenmesi [Unpublished Master’s thesis]. Tokat Gaziosmanpaşa University.
CR  - Lacava, D. S. (2002). Perspective transformation in adult ESL learners using internet technology (Unpublished doctoral dissertation). Fordham University.
CR  - Mann, K., Gordon, J., & Macleod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advance in Health Science Education, 14, 595-621. http://dx.doi.org/10.1007/s10459-007-9090-2
CR  - Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. Jossey-Bass.
CR  - Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
CR  - Mezirow, J. (2000). Learning as transformation. Jossey Bass.
CR  - Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58–63. DOI: 10.1177/1541344603252172
CR  - Mezirow, J. (1978). Perspective transformation. Adult Education Quarterly, 28(2), 100–110. http://dx.doi.org/10.1177/074171367802800202
CR  - Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. The Modern Language Journal, 79(3), 372. https://doi.org/10.2307/329352
CR  - Mohebi, S. G., & Khodadady, E. (2011). Investigating university students’ beliefs about language learning. RELC Journal, 42(3), 291–304. https://doi.org/10.1177/0033688211422900
CR  - Molnar, D. S., Blackburn, M., Tacuri, N., Zinga, D., Flett, G. L., & Hewitt, P. L. (2023). “I need to be perfect or else the world’s gonna end”: A qualitative analysis of adolescent perfectionists’ expression and understanding of their perfectionism. Canadian Psychology / Psychologie Canadienne, 64(4), 320–334. https://doi.org/10.1037/cap0000357
CR  - Nishino, T., & Watanabe, M. (2008). Communication-oriented policies versus classroom realities in Japan. TESOL Quarterly, 41(1), 133–138.
CR  - Ng, L. S., Hani Shaari, A., & Eap, C. K. Y. (2018). Negative emotional experiences in second language learning: A Study of autobiographical narratives among Chinese ESL learners. International Journal of Humanities and Social Science, 5(4), 11–17. https://doi.org/10.14445/23942703/IJHSS-V5I4P103
CR  - O’Sullivan, E. (2003). Bringing a perspective of transformative learning to globalized consumption. International Journal of Consumer Studies, 27(4), 326-330.
CR  - Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116–125. https://doi.org/10.1207/s15430421tip4102_8
CR  - Paltridge, B., & Starfield, S. (2007). Thesis and dissertation writing in a second language. Routledge.
CR  - Pavelescu, L. M., & Petrić, B. (2018). Love and enjoyment in context: Four case studies of adolescent EFL learners. 
Studies in Second Language Learning and Teaching, 8(1), 73–101. https://doi.org/10.14746/ssllt.2018.8.1.4
CR  - Rani, B. (2022). Reflective thinking: strategies for enhancing self-empowerment of higher secondary school students. International Journal of Research in Engineering, Science and Management, 5(1), 113–115.
CR  - Saldaña, J. (2009). The coding manual for qualitative researchers. Sage Publications.
CR  - Sarı, E., Yağız, O., & Konca, M. Y. (2017). Turkish academics’ and students’ views of English grammar teaching: Explicit or implicit? Journal of Education and Practice, 8, 121–132.
CR  - Schwartz, T. (2013). Examination of factors that promote transformative learning experiences of college-level adult learners of foreign languages [Unpublished Master’s thesis]. Auburn University.
CR  - Shachter, J. (2018). Tracking and quantifying Japanese English language learner speaking anxiety. The Language Teacher, 42(4), 3. https://doi.org/10.37546/JALTTLT42.4-1
CR  - Sofo, F., & Kendall, L. (1995). Critical reflection inventory: Forms A, B and C. Canberra, Australia: F & M Sofo Educational Assistance.
CR  - Subaşı, G. (2010). What are the main sources of Turkish EFL students’ anxiety in oral practice?. Turkish Online Journal of Qualitative Inquiry, 1(2), 29–49. https://doi.org/https://doi.org/10.17569/tojqi.29608
CR  - Tang, M. (2016). Speaking through it: Being fluent in a new language as a transformative experience [Unpublished Master’s thesis]. University of North Carolina.
CR  - Taylor, E. W. (2007). An update of transformative learning theory: a critical review of the empirical research (1995-2005). International Journal of Lifelong Education, 26(2), 173-191. http://dx.doi.org/10.1080/02601370701219475
CR  - Tural, P., & Bektaş Çetinkaya, Y. (2024, February). Examining epistemic, sociolinguistic, psychological premise distortions of EFL learners. Paper presented at the TESOL Virtual Convention 2024.
CR  - Tuzcu Eken, D. (2021). English education in Turkey: Why are we ‘very low level’?. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 23, 804-822. https://doi.org/10.29000/rumelide.949700
CR  - Williams, K. E., & Andrade, M. R. (2008). Foreign language learning anxiety in Japanese EFL university classes: Causes, coping, and locus of control. Electronic Journal of Foreign Language Teaching, 5(2), 181–191.
CR  - Yin, Y., Parpala, A., & Toom, A. (2023). The relationship between international higher education students’ writing conceptions and approaches to learning. Journal of Writing Research, 14(3), 421–446. https://doi.org/10.17239/jowr-2023.14.03.04
CR  - Zarbafian, A. (2013). The effect of the three different dimensions of transformative teaching on Iranian EFL students: A macro study on teaching professionalism. Procedia - Social and Behavioral Sciences, 136, 288–292. https://doi.org/10.1016/J.SBSPRO.2014.05.330
UR  - https://doi.org/10.51460/baebd.1790121
L1  - https://dergipark.org.tr/tr/download/article-file/5269625
ER  -