The Effect of Reflective Teaching Practice on Iranian EFL Learners’ Complexity, Accuracy and Fluency of Oral Speech

Abstract

Reflection is a professional development strategy that equips language teachers with opportunities to explore, articulate and represent their own teaching practices. This research was conducted to evaluate the impact of English teachers’ reflection on EFL learners’ speaking proficiency as measured in terms of accuracy, fluency and complexity.  Employing a quasi-experimental design, the researchers collected the required quantitative data through the audio recording of interviews conducted with the participants in the study and through a measure of teacher reflection. Sixty students (30 males and 30 females) and thirty instructors (15 males and 15 females) were randomly selected from English institutes in Bandar Abbas as the sample of the study. The results revealed that teachers’ reflectivity significantly affects Iranian EFL learners’ oral performance in terms of fluency and learners’ syntactic complexity of oral speech but it was found that those instructed by the high reflective teacher did not show any progress in accuracy of oral speech.