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ERIC Number: EJ1140945
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1305-905X
EISSN: N/A
An Investigation into the Impact of Reflective Teaching on EFL Learners' Autonomy and Intrinsic Motivation
Abdolrezapour, Parisa; Fallah, Elahe
Cypriot Journal of Educational Sciences, v10 n4 p305-315 2015
This study has sought to explore the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to two groups: a) the experimental group--taught by a reflective teacher--and b) the control group instructed by an unreflective teacher. The motivation questionnaire and the autonomy questionnaire were administered to both groups to make sure that the two groups were not significantly different in terms of the level of motivation and autonomy. The experimental group was then taught by the reflective teacher and the control group was taught by the unreflective teacher who adopted no tangible reflective actions. Finally, both groups sat for motivation and autonomy questionnaires. The results indicate that reflective teaching leads to the enhancement of both learners' autonomy and the intrinsic motivation level.
SciencePark Research, Organization & Counseling. P.O. Box 22912, Nicosa 1525, Cyprus. e-mail: editor.cjes@gmail.com; Web site: www.cjes.eu
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Identifiers - Assessments and Surveys: Test of English as a Foreign Language
Grant or Contract Numbers: N/A