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The present study aimed at examining the relationship between reflective teaching, willingness to communicate (WTC), intrinsic motivation and language proficiency of Iranian EFL learners. To address the objectives of the study a correlational and a quasi-experimental design were adopted. As for the correlational phase of the study, initially 20 teachers and 240 EFL advanced learners were identified. Then, the questionnaires were distributed among them. The reflective teaching questionnaire was distributed among the teachers and the WTC along with the intrinsic motivation questionnaires were given to the learners to be filled out. In order to obtain the proficiency scores of the participants, a TOEFL was administered to the 240 advanced learners. As for the experimental phase of the study, initially, two teachers, a reflective teacher and a non-reflective teacher, were selected based on the results of reflective teaching questionnaire. Following that, 60 participants who had been chosen based on the normal curve and standard deviation were divided randomly into two groups, i.e. an experimental and a control group. The experimental group was taught by the reflective teacher. No tangible reflective actions were adopted by the teacher in this group. Finally, both groups sat for the PET exam the results of which were used to explore the impact of reflective teaching on the proficiency level of the participants. The results of data analysis indicated that there was a significantly positive relationship between reflective teaching, willingness to communicate and intrinsic motivation as well as proficiency test scores of the participants.

The Relationship between ReflectiveTeaching, Willingness to Communicate (WTC), and Intrinsic Motivation of Iranian Advanced Learners