Seyyed mohammad Reza Adel - Assistant Professor in TEFL, English Department, Faculty of Humanities, Hakim Sabzevari University
Azita Amiri - TEFL Instructor, English Department, Faculty of Humanities, Hakim Sabzevari University
Saeideh Khorami - M.A. Student in TEFL, English Department, Faculty of Humanities, Hakim Sabzevari University

The importance of Critical Reflection (CR) has been dramatically increased so far. While some scholars believe that learning is the outcome of CR (Loughran, 1996; Meziraw, 1991; Sibert & Daudelin, 1999), there are also some scholars who say that CR is at the center of Anglophone academia, and generally the Asian students find the concept challenging when applying it to written texts in English (Shokouhi; 2016). The aim of this study was therefore to investigate the probable challenges that some EFL Iranian students deal with in reading English texts or speaking upon a subject. In order to accomplish the aim of this case study, three EFL Iranian students were selected through homogeneous sampling who were passing IELTS course. The data were gathered by the use of a semi-structured interview and an open-ended questionnaire. The interview took almost forty-five minutes and candidates were able to express their responses both in English and Persian. The result of this study showed that, lack of English vocabulary and background knowledge which can be called as proficiency, inability in concept mapping or conceptualization, lack of focus on reading when there is a lot of emphasis on memorization, and lack of concentration were the prominent factors for them to have problems while reading texts or speaking upon a subject. The results were discussed in the ELT context and some pedagogical implications were also suggested.

Critical reflection, reading and speaking, challenges, EFL Iranian students