The Effectiveness of Reflective Teaching Tools inEnglish Language Teaching

The purpose of the present study was to determine whether different reflectiveteaching tools obtained the same kind of data. If not, which tool provided thereflective teachers with more reliable data? In order to investigate the researchquestion, a researcher-made questionnaire related to the teachersʹ decision makingwas designed. The population of the study consisted of all the Teachers (i.e., around60 teachers) and students (i.e., around 2500 students) in the English Department ofIslamic Azad University, Roudehen Branch in the academic year of 2006-2007. Themethod of selecting the research sample was simple random sampling. The researchsample was comprised of 10 teachers and 251 students. The design of the study wasdescriptive (non-experimental correlational). The statistical analysis of data includedthe application of ANOVA and Pearson Coefficient of Correlation. The ANOVAtest showed that the F observed (8.12) was significant at the 0.05 level; therefore,there were significant differences among the kind of data that different reflectivetools obtained. Moreover, further analysis emphasized that some reflective teachingtools provided the teachers with more reliable data.