Self-Repair Strategies of Iranian Reflective Teachers: Investigating EFL Classroom Discourse

The purpose of this study was to examine self-repair strategies of Iranian EFL reflective teachers. To this end, through convenience sampling, 33 Iranian EFL teachers who had been teaching at intermediate and advanced levels were selected from various institutions in Tehran. Data for the study was collected from a reflectivity questionnaire developed by Akbari, Behzadpour, and Dadvand (2010). Moreover, 70 hours of English instruction and classroom interactions of 33 reflective teachers, who were selected through purposive sampling, were recorded, transcribed, and coded by the researcher based on Fox and Jasperson s (1995) self-repair strategies, who presented 7 types of self-repair strategies, to explore the most frequent self-repair strategies employed by reflective teachers. The results of the analyses, employing a one-way Analysis of Variance (ANOVA), indicated that there is a significant difference in terms of the total repair strategy use between the reflectivity groups. Further, by running a Kruskal Wallis, it was revealed that there is a statistically significant difference between high and low reflective teachers in terms of the repair strategies types “h, j, k, and l”. However, the most frequent self-repair strategies of high, mid, and low reflective teachers employed was strategy “A” or ‘repetition of a lexical item’.