ON THE IMPACT OF THE INTEGRATIVE COLLEAGUES AND STUDENTS’ FEEDBACK IN REFLECTIVE TEACHING ON THE DEVELOPMENT OF PERSIAN EFL LEARNERS’ SPEAKING SKILL

Table of contents

Contents                                                                                                   Page

CHAPTER ONE: Introduction

1.0. Introduction…………………………………………………………….. 2

1.1. Preliminaries……………………………………………………………. 3

1.2. Statement of the problem………………………………………….. 9

1.3. Objectives and the research questions of the study……….. 10

1.4. Significance of the study……………………………………………. 11

1.5. Theoretical framework …………………………………………….. 12

CHAPTER TWO: LITERATURE REVIEW

2.0. Introduction…………………………………………………………….. 15

2.1. The concept of Reflective Teaching…………………………….. 15

2.2. Reflective teachers with different kinds of feedback………. 22

2.3. The development of FL learners’ speaking skill……………. 29

CHAPTER THREE: METHOD AND DESIGN OF THE STUDY

3.0. Introduction…………………………………………………………….. 34

3.1. Design of the study…………………………………………………… 34

3.2. Participants…………………………………………………………….. 35

3.3. Materials ……………………………………………………………….. 35

3.4. Instruments…………………………………………………………….. 35

3.5. Data collection procedure………………………………………….. 36

3.6. Data Analysis Procedure…………………………………………… 39

CHAPTER FOUR: RESULTS AND DISCUSSIONS

4.0. Introduction…………………………………………………………….. 42

4.1. Descriptive statistics………………………………………………… 42

4.1.1 Speaking Skill Components…………………………………….. 45

4.2. Research questions:………………………………………………….. 47

4.2.1. Research question 1……………………………………………….. 47

4.2.2. Research question 2……………………………………………….. 49

4.2.3. Research question 3……………………………………………….. 50

4.2.4. Research question 4……………………………………………….. 51

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CHAPTER FIVE: SUMMARY, CONCLUSION AND IMPLICATIONS

5.0. Introduction…………………………………………………………….. 61

5.1. Summary………………………………………………………………… 61

5.2. Conclusions…………………………………………………………….. 62

5.3. Implications…………………………………………………………….. 67

5.4. Limitations of the study …………………………………………… 68

5.5. Suggestions for further research ……………………………. 68

References…………………………………………………………………….. 70

APPENDIX……………………………………………………………………………………….. 76

Appendix A…………………………………………………………………… 77

Appendix B…………………………………………………………………… 84

Appendix C…………………………………………………………………… 85

Appendix D…………………………………………………………………… 86

List of Tables

Contents                                                                                                                         Page

Table 1.1.Summary of different approaches to reflective teaching outside

TESOL………………………………………………………………………………………………. 8

Table 3.1.Design of the study……………………………………………………………….. 34

Table 3.2. Pearson correlation between two raters’ given scores in the

pretest………………………………………………………………………………………………… 39

Table 3.3. Pearson correlation between the two raters’ given scores in the post

test…………………………………………………………………………………………………….. 39

Table 4.1. Pre and posttests mean scores of each control group class………….. 42

Table 4.2. Pre and posttests mean scores of each student feedback group

class…………………………………………………………………………………………………… 43

Table 4.3. Pre and posttests mean scores of each colleague feedback class….. 43

Table 4.4. Pre and posttests mean scores of each integrative feedback

class…………………………………………………………………………………………………… 44

Table 4.5. Pre and posttests total mean scores of different groups……………… 44

Table 4.6. Pre and posttest mean scores of different groups on fluency………. 45

Table 4.7. Pre and posttest mean scores of different groups on lexical……….. 46

Table 4.8. Pre and posttest mean scores of different groups on accuracy…….. 46

Table 4.9. Pre and post test mean scores of different groups on

pronunciation………………………………………………………………………………………. 47

Table 4.10. Descriptive statistics for the SF group……………………………………. 47

Table  4.11.T-test for the difference between the means of the SF group-

tests……………………………………………………………………………………………………. 48

Table 4.12. Descriptive statistics for the CF group…………………………………… 49

Table 4.13. T-test for the difference between the means of the CF group-

tests……………………………………………………………………………………………………. 49

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Table 4.14. Descriptive statistics for the IF-tests……………………………………… 50

Table 4.15. T-test for the difference between the means of the IF-tests……… 50

Table 4.16. Descriptive statistics for different groups of the participants on

speaking skill………………………………………………………………………………………. 51

Table 4.17. One- way ANOVA  results for speaking skill…………………………. 52

Table 4.18.Scheffe test on speaking skill………………………………………………… 52

Table 4.19. Descriptive statistics for different groups of the participants on

fluency……………………………………………………………………………………………….. 53

Table 4.20. One- way ANOVA results for fluency………………………………….. 54

Table 4.21. Descriptive statistics for different groups of the participants on

lexical…………………………………………………………………………………………………. 54

Table 4.22. One- way ANOVA  results for lexical…………………………………… 55

Table 4.23.Scheffe test on lexical…………………………………………………………… 55

Table 4.24.Descriptive statistics for different groups of the participants on accuracy           56

Table  4.25. One- way ANOVA results for accuracy……………………………….. 56

Table 4.26.Scheffe test on accuracy……………………………………………………….. 57

Table 4.27. Descriptive statistics for different groups of the participants on pronunciation  57

Table 4.28. One- way ANOVA results for pronunciation…………………………. 58

List of Figures

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Figure 5.1. Total pre and posttests mean scores of speaking skill and its components in student feedback group………………………………………………………………………………………………………….. 63

Figure 5.2. Total pre and posttests  mean scores of speaking skill and its components in colleague feedback group………………………………………………………………………………………………….. 64

Figure 5.3. Total pre and posttests  mean scores of speaking skill and its components in integrative  feedback group………………………………………………………………………………………………….. 65

Figure 5.4. Total pre and posttests  mean scores of speaking skill………………. 67