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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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Sarvari, Shahriar, Akef, Kourosh, Askari, Mohammad Iman. (1405). Enhancing Teaching English as a Foreign Language: The Effect of Cognitive Coaching on Teachers’ Self-Efficacy and Self-Reflection in Language Proficiency. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2026.72491.2880
Shahriar Sarvari; Kourosh Akef; Mohammad Iman Askari. "Enhancing Teaching English as a Foreign Language: The Effect of Cognitive Coaching on Teachers’ Self-Efficacy and Self-Reflection in Language Proficiency". سامانه مدیریت نشریات علمی, , , 1405, -. doi: 10.22034/elt.2026.72491.2880
Sarvari, Shahriar, Akef, Kourosh, Askari, Mohammad Iman. (1405). 'Enhancing Teaching English as a Foreign Language: The Effect of Cognitive Coaching on Teachers’ Self-Efficacy and Self-Reflection in Language Proficiency', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2026.72491.2880
Sarvari, Shahriar, Akef, Kourosh, Askari, Mohammad Iman. Enhancing Teaching English as a Foreign Language: The Effect of Cognitive Coaching on Teachers’ Self-Efficacy and Self-Reflection in Language Proficiency. سامانه مدیریت نشریات علمی, 1405; (): -. doi: 10.22034/elt.2026.72491.2880

Enhancing Teaching English as a Foreign Language: The Effect of Cognitive Coaching on Teachers’ Self-Efficacy and Self-Reflection in Language Proficiency

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 15 شهریور 1405
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2026.72491.2880
نویسندگان
Shahriar Sarvari1؛ Kourosh Akef* 2؛ Mohammad Iman Askari3
1Islamic Azad University Central Tehran Branch, Tehran, Iran
2Department of Foreign Languages, Central Tehran Branch. Islamic Azad university, Tehran, Iran
3Department of English language, CT.C., Islamic Azad University Central, Tehran, Iran
چکیده
Abstract

Cognitive coaching has emerged as a promising professional development approach for Teaching English as a Foreign Language. This mixed-methods, quasi-experimental study examines its effects on teachers’ self-efficacy, self-reflection, and students’ language proficiency, while exploring how coaching processes influence teacher practice and student outcomes within EFL contexts. While experimental group received a structured cognitive coaching program, the control group followed standard professional development. Quantitative data were collected using validated instruments to measure teacher self-efficacy and self-reflection, while students’ language proficiency was evaluated through a standardized posttest. Post-intervention analyses included MANOVA with follow-up univariate tests to examine group effects, complemented by independent t-tests for learner outcomes. Qualitative data from post-coaching reflections and stakeholder feedback were analyzed thematically to identify contextual factors influencing coaching uptake and impact. Post-intervention analyses indicated significant improvements for the experimental group in self-reflection with multivariate group effects supporting a differential effect of cognitive coaching. Learners taught by teachers in the experimental group suggested higher language proficiency post-intervention. Self-efficacy showed a positive trend for the experimental group, though statistical significance varied across analyses, suggesting contextual factors may moderate efficacy gains. Qualitative analysis revealed four interrelated themes.
کلیدواژه‌ها
Cognitive Coaching؛ Teaching English as a Foreign Language؛ Teacher Self-Efficacy؛ Professional Development
آمار
تعداد مشاهده مقاله: 93


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