Once post-method era was introduced, the concept of method started to vanish and the contribution of learners and teachers to language learning and teaching process was emphasized (Dornyei, 2005). Reflective teaching - whose popularity and importance is highly contributed by postmethod era - is one of those influencing individual differences whichaddresslanguage teachers. Adopting a mixed-method approach, the researchers seek to investigate whether reflective teaching differentiatesIranianEFL teachers regarding their beliefs about language learning and teaching, their characteristics, and their language assessment literacy. To this end, about one 143 EFL teachers were being surveyed using English Language Teaching Reflection Inventory (Akbari, Behzadpoor, & Dadvand, 2010), Teacher Characteristics Questionnaire(Borg, 2006), an adapted version of Beliefs about Language Learning and Teaching Inventory(Horwits, 1985), and Assessment Literacy Inventory (Mertler & Campbell, 2005).Concerning quantitative data analysis, three separate one-way ANOVAs and post-hoc Tukey tests will be run to find whether high-reflective, mid-reflective, and low-reflective teachers are significantly different regarding the aforementioned dependent variables (i.e.,belief, characteristics, and assessment literacy). In order to do data triangulation, aboutthirty of the participantswill be interviewed. Afterrecording and transacting the interviews, a template organizing style method suggested by Crabtree and Miller (1999) will be used for analyzingthe results of interviews to see whether the qualitative data analysis support the quantitative data analysis.
