چكيده
Rooted in the onion model of reflection, the core reflection approach can bring the power of ideals and personal qualities to bear upon teachers' experiences of teaching. This study explored the contribution of the approach to Iranian English language learners’ writing performance. The participants of this study were 60 EFL learners in two classrooms at the intermediate level who were selected based on the convenient sampling from an English language institute in Urmia, Iran. Their age range was between 15 to 20 years old and all of them were female EFL learners. At the experimental group, onion model under the teachers’ supervision was used and at the control group, the learners received writing instruction through traditional method of instruction. The instruments of the study consisted of Nelson test of proficiency, writing pretest and posttest (writing section of preliminary English Test (PET)) and a writing rubric. The results demonstrated that the treatment group, which received core reflection through the onion model, significantly outperformed the control group on the posttest of writing. As a result, the null hypothesis, which claimed reflective approach had no significant impact on the writing performance of the learners, was rejected. The study has implications for EFL learners and teachers in using core reflection through the onion model for writing instruction.
