چکیده (انگلیسی):

Reflective teaching is a movement in teacher education and essential type of thought that enables teachers
to deliberate on their experiences and analyze their own practice. The purpose of the present study was to investigate
the impact of reflective teaching on the EFL teachers' performance. Descriptive statistics (range, means, and standard
deviation), and a Paired Sample t-test were conducted to answer the questions raised in the study. The participants were
120 female intermediate students, and 10 EFL teachers. The data collection instruments were two reflective teaching
tools, i.e., teacher diary and students’ feedback. The study employed a quasi-experimental design which involved
administering teachers' questionnaire and students' questionnaire as pretest and posttest in order to determine the
effect of reflective teaching on teachers' performance. The results of the study revealed that the application of reflective
teaching procedure had a significant effect on teachers' ability. Furthermore, the results showed that the teachers
changed their teaching preferences and considered alternative activities, in order to improve their teaching effectiveness
based on their reflection recorded through keeping diaries.