This study examines the effects of reflective teaching on Iranian EFL learners’ summary writing. Nowadays, reflective teaching as a key component of teacher development has been the focus of EFL/ESL teacher education programs. Reflective teacher is the one who reflects critically upon his/her beliefs and teaching practice in order to improve his/her teaching skills. For the purpose of the study, 60 homogenous learners studying in Danesh language institute in Dezful participated in the study and were placed in the experimental and control groups. Both groups received the same content and instructions on how to write a summary. The same teacher taught both groups, but in the experimental class the teacher used reflective teaching procedures including journal writing and observation. Both groups summarized two passages on two different topics as their pre and post-tests. The participants’ summary writings were scored by two raters using Frey, Fisher & Hernandez’s (2003) rubric. Then the scores in the pre-test and post-test were compared via t-tests. The results indicated that there was a significant difference between the experimental and control groups. The findings of this study showed that reflective teaching effectively improved the learners’ summary writing ability.
