The Effect of Teachers’ Self-reflection on EFL Learners’ Writing Achievement

Azar Hosseini Fatemi, Majid Elahi Shirvan, Yasser Rezvani


Abstract The concept of teachers’ reflection refers to the extent to which EFL teachers contemplate and reflect on their teaching experience in the classroom in order to improve their teaching skills. This study sought to explore the effect of EFL teacher’s reflection on their learners’ writing achievement. Participants of the study included 100 EFL teachers teaching in Mashhad language institutes and their 1000 EFL learners. Reflective teaching instrument designed by Akbari and Behzadpour (2007) was administered to the teachers of the study. Also, their EFL learners’ Grade Point Averages (GPAs) of their writing scores were calculated. The results of the statistical analysis revealed that teacher’s reflection significantly affects EFL learners’ writing achievement. This paper concludes with some implications for teaching and directions for further research.
Key words: Teacher; Self-reflection; Learner; Writing achievement

Le concept de la réflexion des enseignants se réfère à la mesure dans laquelle les enseignants de l'APL contempler et réfléchir sur leur expérience d'enseignement en classe en vue d'améliorer leurs compétences pédagogiques. Cette étude visait à explorer l'effet de la réflexion EFL enseignant sur la réussite d'écriture de leurs apprenants. Les participants de l'étude comprennent 100 enseignants EFL l'enseignement à Mashhad instituts de langue. Instrument pédagogique réfléchissant conçu par Akbari et Behzadpour (2007) a été administré aux participants de l'étude. Les résultats de l'analyse statistique révèle que la réflexion de l'enseignant affecte significativement atteinte écrit apprenants EFL.
Mots-clés: Enseignant; Auto-réflexion; L'apprenant; La réalisation d'écriture


eacher; Self-reflection; Learner; Writing achievement;Enseignant; Auto-réflexion; L'apprenant; La réalisation d'écriture


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