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This study examines whether Iranian EFL teachers’ reflectivity is related to students’ language achievement, and whether reflectivity differs by teaching experience and level of education. Using 83 randomly selected EFL teachers from nine institutes in Isfahan, Iran, the study applied Larrivee’s reflectivity questionnaire and an observation checklist, then analyzed the results.",{"@graph":69,"@context":126},[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/the-effect-of-reflective-teaching-on-iranian-efl-students-achievement-issue-8-article-8/593796/",{"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/the-effect-of-reflective-teaching-on-iranian-efl-students-achievement-issue-8-article-8/593796.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To investigate the relationship between Iranian EFL teachers’ reflectivity and students’ language achievement, and to determine whether reflectivity varies by teaching experience and education level.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many teachers and from where were they selected?",{"text":117,"@type":113},"Eighty-three EFL teachers were randomly selected from nine language institutes in Isfahan, Iran.",{"name":119,"@type":110,"acceptedAnswer":120},"Which instruments were used to collect data?",{"text":121,"@type":113},"Larrivee’s (2008) reflectivity questionnaire was used, along with an observation checklist based on the questionnaire.",{"name":123,"@type":110,"acceptedAnswer":124},"What key findings were reported?",{"text":125,"@type":113},"More experienced teachers showed higher reflectivity, higher-degree teachers were more reflective, and teacher reflectivity was positively related to students’ achievement.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},593796,1792165293,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":137,"file_id":138,"file_url":139,"file_type":140,"file_size":141,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":142,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 2 | Article 8 |\n| --- | --- |\n\n2018  \nThe Effect of Reflective Teaching on Iranian EFL Students’ Achievement: The Case of Teaching Experience and Level of Education  \nShiela Kheirzadeh  \nSobhe Sadegh Institute of Higher Education, [sh.kheirzadeh@yahoo.com](sh.kheirzadeh@yahoo.com)[ ](sh.kheirzadeh@yahoo.com)Nafiseh Sistani  \nRecommended Citation  \nKheirzadeh, S., & Sistani, N. (2018). The Effect of Reflective Teaching on Iranian EFL Students’ Achievement: The Case of Teaching Experience and Level of Education. Australian Journal of Teacher Education, 43 (2).  \n[http://dx.doi.org/10.14221/ajte.2018v43n2.8](http://dx.doi.org/10.14221/ajte.2018v43n2.8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss2/8](http://ro.ecu.edu.au/ajte/vol43/iss2/8)  \nAustralian Journal of Teacher Education  \nThe Effect of Reflective Teaching on Iranian EFL Students achievement: The Case of Teaching Experience and Level of Education  \nShiela Kheirzadeh  \nNafiseh Sistani  \nSobhe-Sadegh Institute of Higher Education, Isfahan, Iran  \nAbstract: High quality teaching, student learning, and students  \nachievement is dependent on the skills teachers use and the existence of professional expertise such as teachers reflectivity. The purpose of  \nthis study was to see whether there was any relationship between  \nIranian EFL teachers reflectivity and their students’ language  \nachievement and whether there was any difference between teachers  \nreflectivity, considering their teaching experience and level of  \neducation. For the study, 83 EFL teachers from nine language  \ninstitutes in Isfahan, Iran, were randomly selected. Larrivee's (2008)  \nreflectivity questionnaire, which classifies reflectivity into four levels: pre-reflection, surface reflection, pedagogical reflection, and critical reflection, was used for data collection; furthermore, an observation  \nchecklist, based on the questionnaire, was also used. Data analysis  \nrevealed that the more experienced the teachers, the more reflective  \nthey were; moreover, teachers with higher degrees were more  \nreflective. In addition, there was a positive relationship between  \nteachers reflectivity and students achievement.  \nKeywords: Teachers reflectivity, Students achievement, Teacher experience, Teachers’ level of education  \nIntroduction  \nIn today’s world, education is more challenging than ever. It is considered as one of the most significant elements in the development of people. Consequently, teachers and their characteristics are the key factors in teaching and learning. Since teachers have a crucial impact on students learning, they must have an active role in the process of teaching and learning. There are many teacher characteristics that correlate with positive students learning outcomes, including their knowledge, skills, attitudes and experience. Yet, according to Sanders (2000), Goldhaber (2002) and Ashraf, Samir and Yazdi (2016), one of the most important factors which influences student’s achievement is teacher reflectivity and teachers’perception of reflective practice in improving their learners’ learning.  \nKemmis (1994), cited in Ahmad et al. (2013), stated that students’ development will not be completed if teachers are not creative in using their skills in the process of education. This creativity can be developed through reflective practice; moreover, teachers’ abilities to think critically, plan, organize, observe and create will be increased by reflectivity. Various materials will be offered to students to learn and experience by teachers who are reflective. Moreover, competent teachers often think about their practice, goals, purposes, and methodologies, through a reflective process, which may contribute to making a new world of  \nVol 43, 2, February 2018 143  \nAustralian Journal of Teacher Education  \neducation; therefore, the improvement of a reflective process can act as a signi","cbCaiqPFQgCM0Ect","https://ap.wps.com/l/cbCaiqPFQgCM0Ect","pdf",330614,15,"English","# Introduction\n# Abstract\n# Keywords\n# Recommended Citation\n# Methods and Data Collection\n# Data Analysis and Findings","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To investigate the relationship between Iranian EFL teachers’ reflectivity and students’ language achievement, and to determine whether reflectivity varies by teaching experience and education level.\"},{\"question\":\"How many teachers and from where were they selected?\",\"answer\":\"Eighty-three EFL teachers were randomly selected from nine language institutes in Isfahan, Iran.\"},{\"question\":\"Which instruments were used to collect data?\",\"answer\":\"Larrivee’s (2008) reflectivity questionnaire was used, along with an observation checklist based on the questionnaire.\"},{\"question\":\"What key findings were reported?\",\"answer\":\"More experienced teachers showed higher reflectivity, higher-degree teachers were more reflective, and teacher reflectivity was positively related to students’ achievement.\"}]","The Effect of Reflective Teaching on Iranian EFL Students’ Achievement - Issue 8 - Article 8 | PDF",1792077933,38]