Investigating the Relationship between Iranian EFL Teachers’ Reflection and Their Instructional Practices

Mohammadi, Kiyanoosh

doi:10.22034/ijpie.2023.170626

Investigating the Relationship between Iranian EFL Teachers’ Reflection and Their Instructional Practices

Document Type : Original Article

Author

Kiyanoosh Mohammadi

Department of English Language and Literature, Islamic Azad University, Urmia, Iran

10.22034/ijpie.2023.170626

Abstract

The present study made an effort to examine the correlation between Iranian male and female language teachers’ reflection and their instructional practices in the school settings. To this end, first, the researcher used convenience sampling in order to select 110 EFL teachers including 50 male and 60 female teachers in different public high schools in Baneh (Iran) and Saqqez (Iran) as the participants of the study. Second, , the researcher obtained the participants’ informed written consent and provided them with the Teacher Reflection Questionnaire (Akbrai, et al., 2010) and Instructional Practices Questionnaire (Hong, et al., 2006) of the present study. Third, the EFL teachers completed the teacher reflection questionnaire and the instructional practices questionnaire in 15 minutes. The researcher collected the data in a two-week period of time. Finally, the researcher used Pearson-Product Moment Correlation test to analyze the obtained data. SPSS 20 was utilized to perform the data analysis of the study. Based on the results of the study, there were significant positive correlations between the male and female teachers’ reflection and their instructional practices in the context of the classroom. It was argued that there were significant positive correlations between these teachers’ reflection and their pertinent instructional practices due mainly to the fact that these teachers’ reflection empowered them to assess the effectiveness of their instructional strategies and to redress them in order to ameliorate their efficacy in the context of the classroom.

Keywords

Gender

instructional practices

teacher factors

teacher reflection

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