Revisiting Reflection Levels among Iranian EFL Teachers: The Interactional Effects of Teachers’ Experience and their Academic Degree

The present mixed-method study examines the effect of Iranian EFL teachers’teaching experience and academic degree on five dimensions of reflective teaching.In this line, a 29-item Likert scale Reflective Teaching Questionnaire composed ofpractical, metacognitive, critical, cognitive, and affective dimensions wasadministered to a convenient sample of 142 male/female B.A., M.A., and Ph.D.EFL teachers with 4-30 years of teaching experience. Moreover, a semi-structuredinterview was conducted with 16 EFL teachers yielding more in-depth triangulateddata on their reflection levels and the related problems. The MANOVA resultsindicated the significant effect of teachers’ experience and academic degree ontheir reflective teaching with the least effect reported on the affective dimension.The results indicated significant interaction of the two research variables with thedimensions of reflective teaching. Moreover, the interview results indicated thatlack of time, prescribed syllabi, and ineffective teacher training programs were themain obstacles of reflective teaching. The findings may bear implications forIranian curriculum developers, materials writers, teacher trainers, administrators,and EFL instructors.