Abstract:

Teachers’ reflection is one of the main approaches to teaching, and its benefits for effective teaching have been demonstrated in the literature. This study tried to reveal the level of teachers’ reflection in online classes, employing a quantitative descriptive design. To this end, 80 EFL teachers filled out an online questionnaire to check how much they are reflective. Moreover, 20 of the participants were interviewed to discover firstly; whether they were familiar with the notion of ‘reflection’ and its different kinds and secondly to see which chronological type of reflection, namely, reflection-on-action, reflection-in-action, and reflection-for-action they were using. The questionnaire results demonstrated that the participants possessed a low level of reflection. The results of the interview confirmed the questionnaire’s findings. These results can inform teacher in-service education programs that there is a big gap in teachers’ knowledge concerning reflection that needs to be filled.

Keywords:

Iranian EFL Teachers, Online Classes, Online Teaching, Reflective Teaching, Reflective Teaching Questionnaire.