Reflection in Action and Reflection on Action: the case of reading comprehension of Iranian Upper Intermediate EFL Learners

In the realm of English as a Foreign Language (EFL) learning, reading comprehension is a crucialskill assessed in various language proficiency and achievement tests. However, conventionalteaching approaches for reading comprehension have often fallen short in meeting the needs oflearners. Recognizing the potential benefits of employing reflective reading strategies, thisexperimental study sought to address the reading challenges faced by Iranian upper intermediateEFL learners. The study involved ۴۹ male and female participants, selected through convenientsampling, who were then randomly divided into two groups: one experimental and one control.To ensure the comparability of participants' language proficiency levels, an English proficiency testwas administered before the study. Subsequently, the reading comprehension abilities of bothgroups were assessed. The experimental group engaged in reflective reading during ten sessions,while the control group followed the traditional method of reading and responding to comprehensionquestions. After the treatment period, the reading comprehension abilities of both groups werereevaluated. Independent samples t-tests were employed to analyze the collected data, revealing apositive impact of reflective reading on the reading comprehension skills of Iranian EFL learners.This finding holds significant pedagogical implications for language teachers, learners, curriculumdevelopers, policymakers, and researchers, suggesting the potential benefits of incorporatingreflective reading strategies into EFL instruction.

کلیدواژه ها:

reflective reading strategies ، reflective learning ، reading reflection ، reading comprehension