Purpose

Since reflectivity has a crucial role in education, it has attracted researchers’ attention in the last decades. As such, the present study aimed to construct and validate a questionnaire to assess the barriers to reflective practices of Iranian ESP (English for Specific Purposes) instructors. Furthermore, this study aimed to investigate the reliability of the scale.

Design/methodology/approach

To attain the purpose of the study, the researchers developed the first item pool of the questionnaire which included 67 items. Then, 4 experts were asked to pass their judgments on the items. Accordingly, 37 items were excluded and the next draft of the questionnaire that included 30 items remained. After their feedback, the revised scale was piloted with 10 ESP instructors to check the clarity of items. Then, the scale was administered to 210 ESP instructors. At the next stage, an exploratory factor analysis (EFA) was run to assess the construct validity of the questionnaire. Based on the results, three items were removed. To investigate the internal consistency of the scale, a Cronbach’s alpha coefficient was employed.

Findings

The final version of the scale included 27 items with three subscales, namely, learners, instructors and institutions’ issues. The results revealed that the questionnaire enjoyed an acceptable level of validity and reliability.

Originality/value

Apart from a few studies, no other study has scrutinized barriers to EFL teachers’ reflectivity. In addition, in the realm of ESP, no study has developed a scale to measure barriers to ESP teachers’ reflective practice.

中文翻译：

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伊朗ESP教师反思性练习量表障碍构建与验证

目的

由于反射率在教育中起着至关重要的作用，因此在过去几十年中引起了研究人员的关注。因此，本研究旨在构建和验证一份问卷，以评估伊朗 ESP（特定用途英语）教师反思性实践的障碍。此外，本研究旨在调查量表的可靠性。

设计/方法/途径

为达到研究目的，研究人员开发了问卷的第一个项目库，其中包括 67 个项目。然后，请了4位专家对这些项目进行了评判。因此，排除了 37 个项目，保留了包含 30 个项目的下一份问卷草案。在收到他们的反馈后，10 名 ESP 教师对修订后的量表进行了试点，以检查项目的清晰度。然后，该量表适用于 210 名 ESP 教师。在下一阶段，运行探索性因素分析 (EFA) 以评估问卷的结构有效性。根据结果​​，删除了三个项目。为了研究量表的内部一致性，采用了 Cronbach 的 α 系数。

发现

量表的最终版本包括 27 个项目，分三个分量表，即学习者、教师和机构问题。结果表明，该问卷具有可接受的有效性和可靠性水平。

原创性/价值

除了几项研究外，没有其他研究审查过影响 EFL 教师反思能力的障碍。此外，在 ESP 领域，还没有研究开发出衡量 ESP 教师反思性实践障碍的量表。