Enhancing Teaching English as a Foreign Language: The Effect of Cognitive Coaching on Teachers’ Self-Efficacy and Self-Reflection in Language Proficiency

Articles in Press

Document Type : Research Paper

Authors

1 Islamic Azad University Central Tehran Branch, Tehran, Iran

2 Department of Foreign Languages, Central Tehran Branch. Islamic Azad university, Tehran, Iran

3 Department of English language, CT.C., Islamic Azad University Central, Tehran, Iran

Abstract

Abstract

Cognitive coaching has emerged as a promising professional development approach for Teaching English as a Foreign Language. This mixed-methods, quasi-experimental study examines its effects on teachers’ self-efficacy, self-reflection, and students’ language proficiency, while exploring how coaching processes influence teacher practice and student outcomes within EFL contexts. While experimental group received a structured cognitive coaching program, the control group followed standard professional development. Quantitative data were collected using validated instruments to measure teacher self-efficacy and self-reflection, while students’ language proficiency was evaluated through a standardized posttest. Post-intervention analyses included MANOVA with follow-up univariate tests to examine group effects, complemented by independent t-tests for learner outcomes. Qualitative data from post-coaching reflections and stakeholder feedback were analyzed thematically to identify contextual factors influencing coaching uptake and impact. Post-intervention analyses indicated significant improvements for the experimental group in self-reflection with multivariate group effects supporting a differential effect of cognitive coaching. Learners taught by teachers in the experimental group suggested higher language proficiency post-intervention. Self-efficacy showed a positive trend for the experimental group, though statistical significance varied across analyses, suggesting contextual factors may moderate efficacy gains. Qualitative analysis revealed four interrelated themes.

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Main Subjects

Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 06 September 2026

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