Reflection and educational technology in Iranian EFL education: Types and Barriers

Abstract

The purpose of this study was two-fold. Firstly, to determine whether there is a statistically significant difference between university instructors and institute teachers as regards using educational technology and practicing reflective teaching and secondly, to assess the types of reflection and educational technology university instructors and institute teachers engaged in Iranian EFL contexts. The study focused on the use of such educational technologies as email, the Internet, blog, electronic databases, electronic journal, Learning Management System, and podcast in handling class activities. An analytic survey method was utilized and the required data were collected by means of a questionnaire. Purposive sampling technique was used to specify a total sample of 100 participants including 50 EFL instructors teaching English at English departments in Azad University branches in Shiraz and some surrounding towns as well as 50 teachers teaching English at advanced levels in Iran Language Institute. The results of an independent sample T-Test analysis revealed that there was no significant difference between university and institute contexts regarding the use of educational technology and practicing reflective teaching by instructors through class activities. Furthermore, the findings also indicated that the participants mostly used reflection in action, the Internet and Email. Moreover, lack of accessibility and educational support were found to be the main problems in the way of exploiting educational technology and reflective teaching in Iranian EFL contexts.