the effects of reflective writing on efl learners’ writing performance

The use of reflection, when it comes to teaching writing skill, is not very common. the presentstudy investigated the impact of reflective writing on iranian efl learners’ writing performance. theaforementioned learners were of different age and marital status. in this study, 40 participants wereequally divided into a control and a treatment group. both of the groups were taught the very samematerials; however, the participants in the treatment group were taught making use of portfolio as well aspeer-assessment and self-assessment whereas the control group was taught based on the traditionalteacher-centered methods. the instrument was ielts’s task two of writing module employed to test thelearners’ writing performance. it was illuminated that the two groups were not significantly different withregard to their writing abilities. posttest results were also analyzed using different statistical measuressuch as independent samples t-test and one-way analysis of variance. it came to light that differences inmeans of the control and treatment groups regarding writing performance were not statisticallysignificant. moreover, it was illuminated that the background variables of age and marital status, did notinfluence the learners’ writing performance. the results of the present study may greatly stimulatesyllabus designers and english teachers.