Ahmad Mohseni; Shayan Asadi Nezhad
Volume 1, Issue 1 , December 2017, , Pages 101-123
Abstract
The Present study addresses the influence of self-reflection strategies on developing speaking ability among Iranian EFL learners. These strategies were derived from framework suggested by Angelo and Cross (1993). Self-reflection strategies such as information literacy, visual learning tools, interactive ...
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The Present study addresses the influence of self-reflection strategies on developing speaking ability among Iranian EFL learners. These strategies were derived from framework suggested by Angelo and Cross (1993). Self-reflection strategies such as information literacy, visual learning tools, interactive notebooks and others definitely help learners improve themselves in many different aspects such as speaking ability. This study employed 60 TEFL students majoring in English Translation in Islamic Azad University of South Tehran Branch. The participants were at intermediate proficiency level and were divided into control and experimental groups. The researchers used OPT (Oxford Placement Test) for homogeneity purposes, TOEIC for pretest and TSE posttest for speaking ability measurement, Weir's analytic speaking criteria (1993) as an instrument to rate the interviews, and Angelo and Cross’s (1993) framework with the aim of direct instruction. The study employed quantitative and quasi experimental research designs. An Independent samples t-test was used to ascertain if there was any significant difference between the means of the experimental and control groups. The findings of the study displayed that students in the experimental group did not outperform the ones in the control group regarding speaking ability suggesting that self-reflection strategy-based instruction does not have any significant effect on developing speaking ability among Iranian EFL learners
