Table 6 Factor loading based on PCA
From: Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing
No | Items | Component | ||
|---|---|---|---|---|
1 | 2 | 3 | ||
17 | EFL Teachers are not familiar with the concept of reflection | .738 | ||
15 | EFL teachers seldom train EFL learners to be reflective | .733 | ||
20 | EFL teachers do not support reflective practice during their writing course | .726 | ||
19 | EFL teachers do not encourage EFL learners to monitor or evaluate their writings | .711 | ||
21 | EFL teachers lack the motivation to practice reflection | .707 | ||
16 | EFL teachers cannot develop reflective thinking among EFL learners | .706 | ||
22 | EFL teachers are not able to develop reflective thinking among students | .643 | ||
18 | Before writing, teachers do not pose challenging questions to promote curiosity | .583 | ||
1 | EFL learners lack the power of imagination and creativity | .687 | ||
8 | EFL learners often write just to fulfill an assignment since they seldom have a real purpose in mind | .685 | ||
5 | EFL learners write their ideas without questioning them or considering them in depth | .670 | ||
2 | EFL learners seldom have any idea about reflection on their writing | .654 | ||
11 | EFL learners lack adequate motivation to write reflectively | .648 | ||
6 | EFL learners often start writing without planning for it | .575 | ||
3 | EFL learners are not motivated enough to write | .570 | ||
30 | The educational system does not provide the appropriate condition for reflective practice | .728 | ||
27 | EFL learners’ creativity in writing is not encouraged in EFL curriculum | .719 | ||
23 | Customary writing courses focus on the product of writing rather than the process | .691 | ||
25 | Type of assessments does not lead to reflection | .588 | ||
26 | EFL learners’ personal views are not valued in the educational system | .552 | ||
28 | There is a conflict between the present educational habits and reflective practice in EFL contexts | .544 | ||