The Interplay between Reflective Thinking and Language Achievement: A Case of Iranian EFL Learners

The present study aims at exploring the relation of EFL learners’ reflective thinking attitudes and language achievement (GPA). The association of the learners’ reflective thinking styles with their educational levels as well as their gender, were also estimated. To this end, 196 students from universities of Gonabad and Mashhad, two cities in the Northeast of Iran, took part in this study. The data were analyzed using descriptive statistics and correlational analysis. The results indicated among the comprising factors of reflective thinking, understanding receives the highest mean, followed by reflection and critical reflection. Habitual action, on the other hand, has the lowest mean score. Moreover, the highest correlation is observed between UND and language achievement (GPA). The second higher correlation was found between REF and GPA, followed by CREF and GPA. It was also found that there is a significant negative correlation between HA and GPA. According to the results, MA students achieved higher mean scores in UND, REF, and CREF but lower mean scores in HA in comparison with their BA counterparts. Regarding their reflective thinking, there are no significant differences between males and females. The findings of the present study may redound to the benefit of teacher educators, administrators, policymakers, and teacher training courses (TTC), teacher educators, administrators, and policymakers.