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<p style="text-align:justify;">The present study aims at exploring the relation of EFL learners’&nbsp;reflective thinking attitudes and language achievement (GPA). The association&nbsp;of the learners’ reflective thinking styles with their educational levels as&nbsp;well as their gender, were also estimated. To this end, 196 students from&nbsp;universities of Gonabad and Mashhad, two cities in the Northeast of Iran, took&nbsp;part in this study. The data were analyzed using descriptive statistics and correlational&nbsp;analysis. The results indicated among the comprising factors of reflective&nbsp;thinking, understanding receives the highest mean, followed by reflection and&nbsp;critical reflection. Habitual action, on the other hand, has the lowest mean&nbsp;score. Moreover, the highest correlation is observed between UND and language achievement&nbsp;(GPA). The second higher correlation was found between REF and GPA, followed by CREF and GPA. It was also found that&nbsp;there is a significant negative correlation between HA and GPA. According to the&nbsp;results, MA students achieved higher mean scores in UND, REF, and CREF but&nbsp;lower mean scores in HA in comparison with their BA counterparts. Regarding their&nbsp;reflective thinking, there are no significant differences between males and&nbsp;females. The findings of the present study may redound to the benefit of&nbsp;teacher educators, administrators, policymakers, and teacher training courses (TTC), teacher educators, administrators, and policymakers.</p>

The Interplay between Reflective Thinking and Language Achievement: A Case of Iranian EFL Learners

Original Research 

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