The role of Iranian EFL teachers’ reflectivity and teaching style in the students’ achievement
The role of Iranian EFL teachers’ reflectivity and teaching style in the students’ achievement

Summary/Abstract: Reflectivity and teaching styles are considered as major factors in developing teaching profession. Since Language teachers with high level of reflectivity and appropriate teaching styles can teach effectively, this study has been conducted to investigate the role of Iranian EFL teachers’ reflectivity and their teaching style in their students’ achievement. To do so, 70 EFL high-school teachers of Qazvin Province participated in the study. Two questionnaires of reflectivity and teaching style preferences were used and also every teacher list of students’ final exam scores was taken to collect the required data. The result of this study revealed that there was a significant relationship between teachers’ reflectivity and their teaching style preferences and also from the six subscales of teachers’ reflectivity, affective and moral components could predict the teachers’ style significantly. Also from the two variables of teachers’ reflectivity and their teaching style, the first one could predict the students’ achievement and among the subscales of reflective teaching, the meta-cognitive element could predict the students’ achievement significantly.

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