The Effect of Reflective Teaching Through Video Recording Classroom Session on Iranian EFL Learners’ Motivation to Speak

Raising consciousness in EFL teaching through such methods as reflective teaching can improve teaching practices. The effect of reflective teaching on EFL learners’ motivation to speak has not been studied in previous Iranian research. Therefore, this study made an attempt to investigate the role of reflective teaching through video recording classroom session on Iranian EFL learners’ motivation to speak. A total number of 30 intermediate EFL learners were selected from a population of 60 EFL learners based on the Oxford Placement Test. They were randomly assigned into an experimental group (15 learners) and one control group (15 learners). The experimental group was taught reflectively through video recording and the control group did not receive the treatment. A reflective teaching questionnaire and a motivation to speak questionnaire were used to collect data. Also, SPSS software version 21 was used for the statistical analysis. The results showed that using reflection through video recording classroom session significantly improved Iranian intermediate EFL learners’ motivation to speak.

Keywords:

Motivation to speak , reflection , reflective teaching , video recording.