THE IMPACT OF IRANIAN EFL TEACHERS’ REFLECTION ON THEIR INCORPORATION OF STRATEGY-BASED INSTRUCTION

What teachers can actually do to increase their students’ learning and develop their creativity is still in need of more focus in second/foreign language education research. Needless to point out that reflection on actual practices inside the classrooms is key to teachers’ creativity and professional development (Aghaii & Jadidi, 2013).The present study is therefore an attempt to find out the relationship between Iranian English as a foreign language ( EFL) teachers reflection and strategy-based instruction. Two Likert-scaled questionnaires – one on teachers’ reflection and another on teachers’ views on language learning strategies – were administered to a group of 50 EFL teachers. Both questionnaires were based on five-likert scale ranging. The participants were both males and females with 5-8 years of experiences. The results from Pearson product-moment correlation revealed a high, positive correlation between teachers’ reflection and their views regarding the incorporation of language learning strategies in instruction. The findings of the current study is in line with the general consensus in the field that practicing teachers should be equipped with reflective skills to be able to deal with contextual instructional challenges.