Morteza Alizad - M.A. Faculty of Humanities Department of English, Urmia Branch, Islamic Azad University, Urmia, Iran
Hosein Mohsen - M.A. Faculty of Humanities Department of English, University of Tabriz, Tabriz, Iran
Maryam Mohseni - Faculty of Humanities Department of English, University of Farhangian, Urmia, Iran
Rasool Mehrvarz - Faculty of Humanities Department of English, University of Tabriz, Tabriz, Iran

The increased complexity of today‟s world cause teachers move beyond oneself and beyond the focus on teaching via diverse approaches. For this, generally teachers for their teaching need to readjust and reflect on their experience by some strategies. Reflective practice dependably can provide amplification and disclosure of self and one‟s knowledge, enabling them to critique teaching and make better-informed teaching decisions. The purpose of this study is to determine in-service EFL teachers‟ attitudes towards implementing reflective teaching strategies in their teaching. In order to investigate the research questions, the researchers developed a questionnaire related to the teachers‟ attitudes towards reflective teaching. The population of study consisted of 135 in-service EFL teachers (75 male and 60 female) from diverse range of experience (1 to 30 years of teaching) in West Azarbayjan in Iran. The method of selecting the research sample was simple random sampling. The results of quantitative data revealed that, all in-service EFL teachers tend to hold positive attitudes towards reflective teaching. In addition, there was not a significant difference in in-service EFL teachers‟ attitudes towards implementing reflective teaching by gender and by years of experience in teaching.

Reflective teaching, Reflection, Attitudes, In-service EFL teachers