Abstract
The purpose of the current study was to develop and validate a scale to assess the inhibitors to reflective writing of Iranian English as a Foreign Language (EFL) learners. The other aim of this study was to assess the reliability of the questionnaire. To prepare the first item pool of the questionnaire, the researchers reviewed the previous related literature and prepared the first item pool with 62 items. At the next stage, based on the judgments of some experts in the field regarding the items of the questionnaire, 31 items were deleted and the next draft included 31 items. Then, 265 EFL teachers were invited to fill out the questionnaire. As the next step, exploratory factor analysis (EFA) was conducted to investigate the construct validity of the scale. Based on the results of EFA, 10 items were deleted. The final draft of the questionnaire included 21 items with three factors including ‘teachers’ issues’, ‘students’ issues’, and ‘institutions and educational system issues’. In addition, a Cronbach’s alpha coefficient was run to measure the internal consistency of the scale and the findings indicated a satisfactory level of reliability. The findings have implications for pedagogy as well as further research.
Highlights
Writing is an essential tool in life for different purposes, such as communication, selfexpression, and learning
English as a Foreign Language (EFL) learners lack the power of imagination and creativity
1 EFL learners lack the power of imagination and creativity
Summary
Writing is an essential tool in life for different purposes, such as communication, selfexpression, and learning. Developing writing has always been a fundamental aim in education. In today’s world, with technological advances the importance of writing seems to be more than the past since writing is no longer conceived of the job of the small elite who create masterpieces for the educated people. Rao (2007) states that the writing skill in EFL teaching has two purposes. He asserted that " [writing] stimulates thinking, compels students to concentrate and organize their ideas, and cultivates their ability to summarize, analyze, and criticize. It reinforces learning in, thinking in, and reflecting on the English language" It reinforces learning in, thinking in, and reflecting on the English language" (p. 100)
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