The Effect of Dialogue Journal Writing on Reflective Teaching: A Qualitative Study

The purpose of this qualitative study, conducted in one of the private English language institutes in Tehran, was to encourage EFL teachers to reflect on the origins of the problems occurring in their classes and consequently to help them achieve a certain level of self-confidence conducive to blame themselves, not others for some of the problems in their classes. The study was carried out by the contribution of two of the English teachers in the institute as the participants of the study over a period of 90 days. As the findings indicated, by going through the process of the study, the English teachers could reflect on the causes of the problems in their classes. Also, the practice of dialogue journal writing fostered their self-confidence to such a degree that they acknowledged themselves as possible sources of the problems happening in their classes. The participants’ perceptions regarding the process of the study were also explored in the present study