Author/Authors :
Aghaei، Pouria نويسنده M.A, Department of Foreign Languages, Research and Science Branch, Islamic Azad University, Fars, Iran , , Jadidi، Esmaeil نويسنده PhD Candidate, Department of Foreign Languages, Research and Science Branch, Islamic Azad University, Fars, Iran ,
Abstract :
The role of language teachers’ ongoing reflection while practicing inside the classrooms and after it has been widely recognized as a crucial factor in their professional development. This study is therefore an attempt to investigate the effect of EFL teachers’ language awareness (TLA) and gender on their reflective behavior. In so doing, a language awareness test and a reflectivity questionnaire were administered to fifty teachers busy teaching English in language institutes in Shiraz, Iran. The statistical results confirmed that TLA significantly affects EFL teachers’ reflective behavior. The statistical results however were not found to be significant for the effect of gender on teachers’ reflectivity. The findings of the current study depicts that reflection and language awareness are two complementary tools for practicing teachers to enhance their professional developments.
