This paper aims to investigate ways of assessing the quality of teachers' reflective thinking and the factors that influence reflective thinking in EFL teachers through case studies.The reflections are assessed from three perspectives:content,depth and changes in action.The findings of this study reveal that there are three main factors which affect teachers' reflective thinking:differences of schools in different economic regions (teaching environment);mode of cooperation;teachers' beliefs.It also indicates that improvement of teaching depends on teaching context,teachers' beliefs and teachers' reflection regardless of their professional titles. EFL teachers' reflections can deepen based on changes of their personal beliefs,their teaching contexts and background,and the mode of cooperation.
