Reflective Teaching and Practice Skills: Correlation between EFL Teachers’ Reflection and Students’ Practice
محورهای موضوعی : نشریه زبان و ترجمه
Farzaneh Abazari
1
(Deptment of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran)
Behzad Ghonsooly
2
(Department of English, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran)
Shahram Afraz
3
(Deptment of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran)
کلید واژه: language learning, Language achievement, reflective teaching, teachers’ awareness,
چکیده مقاله :
Language learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruction and test the level of growing teachers’ awareness of reflective teaching which leads to students’ language achievement. Data were collected by the following instruments: a) a TOEFL test administered to 350 Iranian EFL students, b) reflective journals written by 120 Iranian EFL teachers, and c) a Reflective Teaching Inventory. For the qualitative stage, 120 male and female EFL teachers from two language institutes in Kerman, the center of Iran, were selected through convenient sampling and were randomly assigned to experimental and control groups. After completing the treatment, a reflective teaching inventory as a post-test was given to the two groups to test the impact of the treatment. The results of the t-test indicated that the experimental group outdid the control group in taking advantage of reflective teaching components. This finding raises provocative questions regarding reflective teaching and teaching skills.
یادگیری و پیشرفت زبان به مهارت هایی که معلمان تمرین می کنند و وجود قابلیت های متخصص مانند بازتاب معلمان مرتبط است. هدف از مطالعه حاضر، جستجوی میزان مشارکت معلمان زبان انگلیسی در آموزش انعکاسی و آزمون سطح آگاهی معلمان در حال رشد از آموزش انعکاسی است که منجر به پیشرفت زبانی دانش‌آموزان می‌شود. داده‌ها با ابزارهای زیر جمع‌آوری شد: الف) آزمون تافل که از 350 دانش‌آموز ایرانی انگلیسی اجرا شد، ب) مجلات تأملی نوشته شده توسط 120 معلم زبان انگلیسی و ج) پرسشنامه آموزشی انعکاسی. در مرحله کیفی، 120 نفر از معلمان زن و مرد زبان انگلیسی از دو مؤسسه زبان کرمان به روش نمونه‌گیری در دسترس انتخاب و به‌طور تصادفی در دو گروه آزمایش و گواه گمارده شدند. پس از اتمام درمان، پرسشنامه آموزشی انعکاسی به عنوان پس آزمون در اختیار دو گروه قرار گرفت تا تأثیر درمان مورد آزمایش قرار گیرد. نتایج آزمون t نشان داد که گروه آزمایش در بهره گیری از مؤلفه های تدریس انعکاسی از گروه کنترل پیشی گرفت. این یافته سؤالات تحریک آمیزی را در مورد آموزش تأملی و مهارت های تدریس مطرح می کند.
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