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.