On the Effect of RRT-Based Strategically Mediated Reflective Practices on Academic Self-Concept

Article Type:
Research/Original Article (دارای رتبه معتبر)

One of the major concerns in language education is making theory and practice to be visibly connected. Fulfilling this aim, the present study sought to introduce a new mode of strategically mediated reflective instruction, reflective reciprocal teaching (RRT), and investigate its impact on Iranian EFL learners’ academic self-concept by focusing on its components. To this end, the current study, adopting a quasi-experimental design, was conducted in a 6-stage treatment following the cognitive apprenticeship principles mentioned by Collins et al. (1989). Convenience sampling was used to select intact classes with 100 freshman EFL learners. A translated version of the Academic Self-concept Inventory was utilized as the pre-post assessment tool. MANCOVA was exploited to examine changes in group means and determine how well the intervention program worked to improve the learners’ academic self-concept. The numerical data signified that the RRT instruction significantly impacted the components of learners’ academic self-concept. In other words, increasing learners’ positive self-perception about their competence dealing specifically with creativity, intellectual ability, self-regulation, and motivation, could be fulfilled under special programs considering them as agentive figures with respected abilities when working cooperatively with significant others (teacher & peers).

Iranian Journal of English for Academic Purposes, Volume:11 Issue: 4, Autumn 2022
22 to 38
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