摘要：The study examined the relationship between English teachers’ reflective practices
and their self-regulation. It also explored the relationships between self-regulation
and teachers’ teaching experiences. To achieve the goal of the study, 103 English
teachers from different senior and junior high schools were selected through
convenience sampling based on availability and based on their consent to
participate in the study. They were asked to complete two questionnaires: the
English Language Teaching Reflection Inventory (ELTRI) and the Teacher SelfRegulation
Scale (TSRS). The relationship between teachers’ reflective practices
and their self-regulation was examined by running Spearman correlation
coefficient formula. Additionally, the power of reflection and the teachers’
experiences in predicting English teachers’ self-regulation was investigated by
running a multiple regression analysis. The findings revealed a positive
relationship between the teachers’ reflective practices and their self-regulation.
Nevertheless, there were no significant relationships between teachers’ selfregulation
and their experiences. Reflective practice was also found to be a strong
predictor of self-regulation. In light of the results gained, a list of reflective
practice techniques for improving English teachers’ teaching quality and selfregulation
in teacher education were suggested. The results of this study have
implications for English language teachers, researchers and teacher trainers in Iran
and abroad.
关键词：reflective practices; self;regulation; teaching experience; high school EFL
teachers; teacher education
