Assessing reflective thinking skills in EFL/ESL instructors based on differences in graduation degree and nationality

Abstract

The present study aimed to explore the differences among EFL/ESL (English as a Foreign Language/English as a Second Language) instructors while applying reflective thinking skills in terms of graduation degree and nationality. It employed a descriptive design through survey questionnaire. To this end, upon cluster sampling, 200 Iranian and American instructors first responded to Akbari, Behzadpoor, and Dadvand’s inventory followed by an open-ended questionnaire (RTOQ) based on Dymoke and Harrisons’ remarks. Results revealed a significant difference in applying reflective thinking skills concerning academic degree and nationality among participants and indicated a crucial role for nationality and culture in ELT (English Language Teaching) contexts. Graduation degree left a significant effect on instructors’ competencies and attitudes while applying thinking skills. The study highlighted the importance of incorporating reflective skills as a core component of pedagogical systems. Furthermore, the results laid further proof to the role that integrating thinking skills into pedagogy would play in determining the learning direction.

Keywords:

• Reflective thinking skills
• teacher reflectivity
• Iranian EFL instructors
• American ESL instructors
• instructional pedagogy

Acknowledgments

The co-author would like to sincerely extend her gratitude to Dr. Amin Marzban, Assistant Professor in Applied Linguistics, at Islamic Azad University for inspiration and support all through the preparation stages of this article. She would like to also thank all individuals who took part in this study while providing spiritual support.