An Investigation into the Impact of Reflective Teaching on EFL Learners' Autonomy and Intrinsic Motivation

Autor/inn/en	Abdolrezapour, Parisa; Fallah, Elahe
Titel	An Investigation into the Impact of Reflective Teaching on EFL Learners' Autonomy and Intrinsic Motivation
Quelle	In: Cypriot Journal of Educational Sciences, 10 (2015) 4, S.305-315 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Reflective Teaching; English (Second Language); Second Language Learning; Personal Autonomy; Motivation; Females; Adult Students; Instructional Effectiveness; Experimental Groups; Control Groups; Foreign Countries; Language Teachers; Second Language Instruction; Language Tests; Questionnaires; Iran; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Individuelle Autonomie; psychologische; Motivation (psychologisch); Weibliches Geschlecht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Unterrichtserfolg; Ausland; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Language test; Sprachtest; Fragebogen
Abstract	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. (As Provided).
Anmerkungen	SciencePark Research, Organization & Counseling. P.O. Box 22912, Nicosa 1525, Cyprus. e-mail: editor.cjes@gmail.com; Web site: www.cjes.eu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01