Abstract

This study aimed at investigating the effect of the cognitive coaching-supported reflective teaching approach in English language teaching on the academic success of students and on the permanence of success. It was conducted during the spring semester of 2013/2014 academic year at the School of Foreign Languages, Fırat University, Elazığ, Turkey. The study was conducted using pre-test/post-test control group design, which is one of the true score models, and it lasted 7 weeks. During this process, lectures were taught using some activities based on the cognitive coaching-supported reflective teaching approach in the experimental group, and the traditional approach was used in the control group. As a data collection method, a test developed by the researcher was applied. Three weeks after the ending of the experimental study, a permanence test was applied. According to the results obtained from this study, it can be stated that the cognitive coaching-supported reflective teaching approach in teaching of the English language is an effective method for increasing students’ academic success and permanence of success compared to the current program.

Key words: Reflective teaching, cognitive coaching.