The Effect of Reflective Teaching on Iranian EFL Students` Achievement in 2000-2019: A Meta-Analysis

Numerous researches have been accomplished in the field of reflective teaching in Iran; however, the dearth of a comprehensive analysis and integration of these studies is still deemed to be essential. The current paper attempted to do a meta-analysis by analyzing of the effectiveness of reflective teaching on EFL (English as a foreign language) students` achievement. To do so, a comprehensive search was directed to collect empirical Iranian studies in the past two decades and a total number of 130 studies were explored; then, they were reviewed and coded, 10 studies with 931 participants acquired the inclusion gauges for doing the meta-analysis research. The analysis was performed using CMA2 software (Comprehensive Meta-Analysis-Version 2) following a random model. Based on Cohen's model interpretation of effect size, the results indicated a large effect size of g=0.794, (95% CI= 0.218, 1.267). By analyzing the categorical and continuous moderator variables it was recognized that sample size of the treatment group influenced the students` achievement scores negatively. Additionally, publication type had a meaningful impact on the effect sizes. The results of current study can be considered as a beneficial enlightening technique for both pedagogical and research purposes.