Based on a role-reversed learning program, this study presents the learning experience of foreign language teachers who have been taught other foreign languages for one year by the students who are from other language departments of the same college. This study attempts to explore the perspective transformation of these teachers, and to discover the impact on their teaching work. This study concludes that, based on the role-reversed learning program, these teachers tend toward self-oriented learning, and they lead a learning contract which emerges from the learning process. With regard to the reflective learning, it does not occur in all of the interviewed teachers.
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