reflective practice can be a good instrument for preparing teachers to achieve professional activities. this paper examines iranian high school EFL teacher's cognition of reflective teaching and the relationship between teacher's reflection and years of teaching experience. the participants of this study were one hundred English language teachers who were teaching in different high schools in Kermenshah, Qasre Shirin and Sarpole Zahab. in line with the objective of this study, the English language reflection iventory developed by Akbari, Behzadpoor and Dadvand (2010) was used. the obtained data was analyzed and the mean and standard deviation of them were calculated. the analysis of the data revealed that moral, meta-cognitive, affective, and cognitive elements with the mean of 4.03, 3.86, 3.78, and 3.21 respectively obtained the highest mean which indicated that teachers possessed highly reflective attitudes in those elements. but critical and practical elements with the mean of 3.26 and 2.92 achieved the lowest mean respectively. this indicated that they were in moderate level in those elements. furthermore, spearman correlation coefficient was used to find out the relationship between teachers' reflection and their years of teaching experience. the results showed that there was a significant and positive relationship between teacher's years of experience and having reflective attitude. this research can be widely used in teacher training centers for language teachers especially for teachers of English as a foreign language to prepare them to be reflective.
