Self-Reflection Training: An Investigation of Iranian In-Service EFL Teachers’ Belief and Performance Development
This study aims to investigate the effect of implementing self-reflection training on Iranian in-service EFL teachers’ beliefs and performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences in Tehran, 20 in-service EFL teac...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Tabriz
2023-07-01
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| Series: | Journal of English Language Teaching and Learning |
| Subjects: | |
| Online Access: | https://elt.tabrizu.ac.ir/article_15553_34ad207a879fb0ed4036583f816ed69b.pdf |
| Summary: | This study aims to investigate the effect of implementing self-reflection training on Iranian in-service EFL teachers’ beliefs and performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences in Tehran, 20 in-service EFL teachers were involved in this study. The teacher’s belief questionnaire, observation checklist, and Skype app were used as the instruments to collect data. Before the training phase, the pre-tests, i.e., observation checklist and teacher’s belief questionnaire, were used for all the participants. The researchers utilized Skype App to instruct the participants in an online setting. During the training phase, participants were exposed to self-reflection practice. The instruction was done in 16 sessions twice a week for two months. After the training phase, the post-tests were run, i.e., the observation checklist and teachers’ belief questionnaire. The data analysis revealed that implementing the principles of self-reflective instruction had a statistically significant effect on Iranian in-service EFL teachers’ beliefs about their teaching practice efficacy and teaching performance development. This study has some implications that may help language teacher educators, English instructors, EFL/ESL learners, students, language curriculum program policymakers, and educational syllabus designers. |
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| ISSN: | 2251-7995 2676-6876 |