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A pre-test–post-test experimental-control design was implemented over eight weeks in Konya during the 2016–2017 academic year. The study involved 35 fifth-grade students, with 18 in the reflective teaching group and 17 in the curriculum-based guidebook group. Reflective practices improved post-test and retention outcomes, while attitudes showed no significant difference.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-the-effectiveness-of-reflective-teaching-activities-in-secondary-english-classes/593107/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-the-effectiveness-of-reflective-teaching-activities-in-secondary-english-classes/593107.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study on reflective teaching?","Question",{"text":112,"@type":113},"To examine how reflective thinking-based teaching activities affect academic achievement, retention, and students’ attitudes toward English lessons in secondary school classes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and for how long?",{"text":117,"@type":113},"Using a pre-test–post-test experimental-control design, the study ran for eight weeks in Konya in the 2016–2017 academic year.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings regarding achievement, retention, and attitudes?",{"text":121,"@type":113},"Reflective teaching produced significant differences between post-test and retention scores, indicating improved success and retention, but it did not create a significant difference in students’ attitudes toward the course.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593107,1792189843,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Investigating the Effectiveness of Reflective Teaching  \nActivities in Secondary English Classes1  \nBy MevlütAydoğmuş * & Ahmet Kurnaz±  \nThe aim of this study is to investigate the effects of reflective thinking-based teaching activities on academic achievement, retention and attitude towards English course in secondary school English classes. The research was carried out with pre-test-post-test design with experimental-control groups. The study was carried out in a private secondary school for 8 weeks in Konya, in 2016- 2017 academic year. The study included a total of 35 students in the fifth grade, which included 18 students in the experimental group and 17 in the control group. In the experimental group, reflective teaching activities were used and in the control group the activities on the teacher’s guide book based on the current curriculum were used. There was a significant difference between the post-test and retention scores of the experimental and control groups. However, experimental teaching practices did not lead to a significant difference in students’ attitudes towards the course. It was found that reflective teaching practices had an impact on students’ success and retention in secondary school English lessons.  \nKeywords: English teaching as foreign language, reflective teaching, academic achievement, attitudes towards English, attitude scale for English lesson  \nIntroduction  \nIn today’s world, knowing one or more foreign languages, has been inevitably become a need in various areas of life. Everywhere in the world, millions of people spend huge amounts of energy, money and time in order to learn a foreign language. In the light of the developments in the world, great effort and money are being spent both as the state and as an individual in the field of language teaching/ learning in our country. Despite this great effort to learn a foreign language, it is observed that the result obtained is far from being satisfactory and that the labour, energy and time are wasted (Ekinci, 2019).  \nWith the changes in the experience and perception of language learning, similar developments have not emerged in the area of language teaching. In schools, direct teaching approaches based on content and grammar with traditional methods, are widely practiced. However, rather than teaching the rules of grammar directly with a traditional approach, environments should be provided for students to be able to communicate using the language they are learning and use it in their lives effectively. In addition, cognitive, affective and dynamic areas should be  \n*  \nAssistant Professor, University of Necmettin Erbakan, Turkey.  \n±Associate Professor, University of Necmettin Erbakan, Turkey.  \n1This article is based on the doctoral dissertation entitled “Investigating the Effectiveness of Reflective Teaching Activities in Secondary School”.  \nconsidered together in language teaching. For this reason, in foreign language courses, focusing on the use of language rather than the structure, communicationoriented and appropriate course design are important for the students to be more successful in the course (cognitive) and take pleasure from the course (affective) and to increase their participation in the course. In this context, an effective foreign language teaching will increase interests and attitudes of students towards English lessons, and this will also play an important role in the success in the course. The development of cognitive, affective and psychomotor characteristics in English courses with student-centred and reflective learning environments will be possible with a holistic approach. In order to ensure that students acquire the required level of English, teaching-learning processes are of vital importance. Reflective teaching can be considered as an effective approach in terms of allowing teachers and students to reflect foreign language skills on the basis of learning.  \nDuban and Yanpar Yelken (2010) reported that the co","cbCaifVrJt3f28tD","https://ap.wps.com/l/cbCaifVrJt3f28tD","pdf",265632,"English","# Introduction\n## Background and Rationale\n## Reflective Thinking and Reflective Teaching Concepts","[{\"question\":\"What was the purpose of the study on reflective teaching?\",\"answer\":\"To examine how reflective thinking-based teaching activities affect academic achievement, retention, and students’ attitudes toward English lessons in secondary school classes.\"},{\"question\":\"How was the research conducted and for how long?\",\"answer\":\"Using a pre-test–post-test experimental-control design, the study ran for eight weeks in Konya in the 2016–2017 academic year.\"},{\"question\":\"What were the key findings regarding achievement, retention, and attitudes?\",\"answer\":\"Reflective teaching produced significant differences between post-test and retention scores, indicating improved success and retention, but it did not create a significant difference in students’ attitudes toward the course.\"}]","Investigating the Effectiveness of Reflective Teaching Activities in Secondary English Classes | PDF",1792076611,48]