Fostering Critical Reflection in EFL Learning: A Transformative Learning Approach

Authors : Pınar Tural, Yeşim Beaktaş Çetinkaya

Pages : 93-120

Doi:10.51460/baebd.1790121

View : 93 | Download : 194

Publication Date : 2025-10-28

Article Type : Research Paper

Abstract :This study investigates the effect of critical reflection practices on language instruction in an EFL setting. Mezirow’s Transformative Learning Theory forms the theoretical framework of the study. The researchers aim to explore how critical reflection can help students shed new light on their existing distorted assumptions related to language learning, self-concept, and societal norms. Adopting an embedded mixed-methods design, both quantitative and qualitative instruments are used to examine how transformative practices based on critical reflection can support students’ academic, personal, and social development. The quantitative phase employed a quasi-experimental pretest-posttest control group design using the Critical Reflection Inventory. The qualitative data were collected from open-ended questionnaires, weekly journals, and semi-structured interviews. In a fourteen-week study during an Oral Communication Skills course at a university, the intervention incorporated reflective practices to raise students’ awareness of their language learning journeys. The quantitative results showed no statistically significant change in pretest and posttest scores; however, the qualitative data showed students’ noticeable improvement in challenging their distorted assumptions. Participants critically examined their distortions in their epistemic, sociolinguistic, and psychological premises, leading to deeper metacognitive awareness and revised perspectives. The study emphasizes the importance of integrating reflective practices into foreign language instruction. It suggests that time is often needed for perspective change, where existing assumptions are questioned and re-evaluated; however, reflective pedagogy can foster meaningful changes, avoiding the results of distorted assumptions, namely, the obstruction of meaning-making in new experiences, and consequent academic and personal failures. Future research should explore the long-term effects and broader applications of transformative learning in language education.
Keywords : Dönüştürücü öğrenme, Eleştirel yansıtma, Çarpıtılmış varsayımlar

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