IMPLEMENTATION OF REFLECTIVE TEACHING TO IMPROVE LISTENING AND SPEAKING SKILLS: A STUDY OF UPPER-INTERMEDIATE EFL LEARNERS

The major purpose of the present study was to scrutinize the effects of implementation of reflective teaching on Iranian upper-intermediate EFL learners' speaking and listening skills. Participants (n=50) were selected based on their scores in quick placement test (QPT). They were randomly assigned to control (n=25) and experimental (n=25) groups. Two EFL teachers, selected based on teaching knowledge test (TKT), were responsible for teaching these two groups. At the outset of the study, the pretest (IELTS speaking & listening modules) was administered to the participants. Results of independent samples t-test indicated their homogeneity. Similar speaking materials were instructed to both groups in a course lasting for seven weeks (14 sessions). Throughout the study, the experimental group benefited from a reflective teacher while the control group was taught by a non-reflective teacher. Finally, posttest (being the same as the pretest) was administered. Results of the analysis of data from pretests and posttests showed that those participants taking benefits from the reflective teacher performed significantly better than their counterparts in other group in both speaking and listening skills. The present findings provide pedagogical implications for EFL teachers to reflect on their teaching process in EFL classrooms.