Adopting Reflective Learning through Semi-Structured Reflection Writing to Improve EFL Learners’ Reading and Metacognitive Awareness

Journal of Language and Translation

مقالات آماده انتشار، اصلاح شده برای چاپ، انتشار آنلاین از تاریخ 11 دی 1400   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2022.689097

نویسندگان

Neda Karami¹؛ Esmat Babaii^{* 2}؛ Parisa Daftarifard³

¹Department of Foreign Languages, South Tehran Branch, Islamic Azad University, Tehran, Iran

²Kharazmi University, Tehran, Iran

³English Language Research Center (ELRC), South Tehran Branch, IAU, Tehran, Iran

چکیده

Reflective learning includes learning through reflection and representing the learning process mainly through the medium of writing. This study investigated the effectiveness of the reflective learning process on EFL learners’ reading performance and metacognitive. The participants of the study were 63 high school students assigned to experimental and control groups. A reading comprehension test and the Persian version of the Metacognitive Awareness Inventory (MAI) were administered at pretest and posttest. A semi-structured reflection sheet was introduced to the experimental group of learners to guide their reflections. An independent samples t-test showed significant differences between the experimental and control groups’ reading ability and overall metacognitive awareness. Among the metacognitive awareness components, a MANOVA showed significant differences in the regulation of cognition and three of its subcomponents. There was no significant difference in the knowledge of cognition but two of its subcomponents indicated significant differences. The qualitative analysis of the reflections indicated the learners’ perceptions of reflective learning’s effectiveness in terms of metacognitive awareness for enhancing reading performance. Reflective learning created a condition for the participants’ engagement through writing about their learning and pacing it. It gave the teacher awareness of the learners’ needs to meet them and provide them with appropriate feedback.

کلیدواژه‌ها

Metacognitive awareness؛ Reading performance؛ Reflective learning؛ Self-regulation

مراجع

Amirkhanova, K., Ageeva, A., & Fakhretdinov, R. (2016). Enhancing Students Learning Motivation through Reflective Journal Writing. The European Proceedings of Social and Behavioural Sciences Ep-SBS.

Anderson, J. (2015). Affordance, learning opportunities, and the lesson plan pro forma. Elt Journal, 69(3), 228-238.

Anderson, N. J. (2008). Metacognition and good language learners. Lessons from good language learners, 99-109.

Brookfield, S. D. (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions: John Wiley & Sons.

Cathro, V., O'Kane, P., & Gilbertson, D. (2017). Assessing Reflection: Understanding Skill Development through Reflective Learning Journals. Education & Training, 59(4), 427-442.

Cazan, A.-M. (2012). Enhancing self regulated learning by learning journals. Procedia-Social and Behavioral Sciences, 33, 413-417.

Celik, S. (2014). The effects of learning journals on reflective ability and metacognitive learning: The attitudes of graduate students in an English language teaching methodology course. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 16(3), 723-743.

Clipa, O., Ignat, A.-A., & Stanciu, M. (2012). Learning diary as a tool for metacognitive strategies development. Procedia-Social and Behavioral Sciences, 33, 905-909.

Dewey, J. (1933). How We Think (Boston: DC Heath & Co., 1910). New York, 72.

Diaz, I. (2015). Training in metacognitive strategies for students' vocabulary improvement by using learning journals. Profile Issues in TeachersProfessional Development, 17(1), 87-102.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies: Oxford University Press Oxford.

Glava, C.-C., & Glava, A.-E. (2011). Development of metacognitive behavior of future teacher students through electronic learning diaries as means of self reflection. Procedia Computer Science, 3, 649-653.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice: Ernst Klett Sprachen.

Grabe, W. P., & Stoller, F. L. (2013). Teaching and Researching: Reading: Routledge.

Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In Handbook of research on student engagement (pp. 601-634): Springer.

Jafarigohar, M., & Mortazavi, M. (2013). The effects of different types of reflective journal writing on learners’ self-regulated learning. Iranian Journal of Applied Linguistics (IJAL), 16(1), 59-78.

Khanjani, A., Vahdany, F., & Jafarigohar, M. (2018). Effects of journal writing on EFL teacher trainees’ reflective practice. Research in English language pedagogy, 6(1), 56-77.

Khodaverdian, M., Sheikh, S., & Vahdany, F. (2015). The Relationship between Self-regulatory Development, Language Learners’ Metacognitive Awareness and L2 Reading Comprehension of Iranian Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 2(8), 88-99.

Killion, J. P., & Todnem, G. R. (1991). A process for personal theory building. Educational leadership, 48(6), 14-16.

Kim, M. K. (2018). Pre-service teachers’ reflective journal writing on practicum: Focus of reflection and perceptions. 현대영어교육, 19(2), 30-41.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching: Yale University Press.

Lee, S. (2013). Effects of reflective journal writing in Japanese students' language learning: Indiana University of Pennsylvania.

Lee, V., & Gyogi, E. (2016). The reflective learning journal in the classroom. Focus on the learner, 270-276.

Ma, R., & Oxford, R. L. (2014). A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System, 43, 101-113.

Mackey, A., & Gass, S. (2005). Second Language Research: Methodology and Design. Mahwah, New Jersey: Lawerence Erlbawn Associates. In: Inc.

Mauroux, L., Zufferey, J. D., Rodondi, E., Cattaneo, A., Motta, E., & Gurtner, J.-L. (2016). Writing reflective learning journals: Promoting the use of learning strategies and supporting the development of professional skills. In Writing for professional development (pp. 107-128): Brill.

Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice: Psychology Press.

Nourdad, N., & Asghari, R. (2017). The effect of reflective reading on reading comprehension of Iranian EFL learners. International Journal of Applied Linguistics and English Literature, 6(6), 267-273.

Sage, M., & Sele, P. (2015). Reflective journaling as a flipped classroom technique to increase reading and participation with social work students. Journal of social work education, 51(4), 668-681.

Schon, D. (1983). The Reflective Practitioner: How Professionals Think in Action Basic Books Inc. New York, NY.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.

Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and self-reflection. Reflective Practice, 19(3), 291-307.

Taggart, G. L., & Wilson, A. P. (1996). Models of Reflective Thinking. Educational Considerations, 24(1), 3.

Vygotsky, L. (1934). 1962. Thought and language. Trans. E. Hanfmann and G. Vakar. Cambridge: MIT Press.

Wang, H.-H., Chen, H.-T., Lin, H.-S., & Hong, Z.-R. (2017). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research & Development, 36(1), 201-216.

Wirth, K., & Aziz, F. (2015). Better learning through better reading and reflecting. In.

Zulfikar, T., & Mujiburrahman. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1-13.

Amirkhanova, K., Ageeva, A., & Fakhretdinov, R. (2016). Enhancing Students Learning Motivation through Reflective Journal Writing. The European Proceedings of Social and Behavioural Sciences Ep-SBS.

Anderson, J. (2015). Affordance, learning opportunities, and the lesson plan pro forma. Elt Journal, 69(3), 228-238.

Anderson, N. J. (2008). Metacognition and good language learners. Lessons from good language learners, 99-109.

Brookfield, S. D. (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions: John Wiley & Sons.

Cathro, V., O'Kane, P., & Gilbertson, D. (2017). Assessing Reflection: Understanding Skill Development through Reflective Learning Journals. Education & Training, 59(4), 427-442.

Cazan, A.-M. (2012). Enhancing self regulated learning by learning journals. Procedia-Social and Behavioral Sciences, 33, 413-417.

Celik, S. (2014). The effects of learning journals on reflective ability and metacognitive learning: The attitudes of graduate students in an English language teaching methodology course. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 16(3), 723-743.

Clipa, O., Ignat, A.-A., & Stanciu, M. (2012). Learning diary as a tool for metacognitive strategies development. Procedia-Social and Behavioral Sciences, 33, 905-909.

Dewey, J. (1933). How We Think (Boston: DC Heath & Co., 1910). New York, 72.

Diaz, I. (2015). Training in metacognitive strategies for students' vocabulary improvement by using learning journals. Profile Issues in TeachersProfessional Development, 17(1), 87-102.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies: Oxford University Press Oxford.

Glava, C.-C., & Glava, A.-E. (2011). Development of metacognitive behavior of future teacher students through electronic learning diaries as means of self reflection. Procedia Computer Science, 3, 649-653.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice: Ernst Klett Sprachen.

Grabe, W. P., & Stoller, F. L. (2013). Teaching and Researching: Reading: Routledge.

Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In Handbook of research on student engagement (pp. 601-634): Springer.

Jafarigohar, M., & Mortazavi, M. (2013). The effects of different types of reflective journal writing on learners’ self-regulated learning. Iranian Journal of Applied Linguistics (IJAL), 16(1), 59-78.

Khanjani, A., Vahdany, F., & Jafarigohar, M. (2018). Effects of journal writing on EFL teacher trainees’ reflective practice. Research in English language pedagogy, 6(1), 56-77.

Khodaverdian, M., Sheikh, S., & Vahdany, F. (2015). The Relationship between Self-regulatory Development, Language Learners’ Metacognitive Awareness and L2 Reading Comprehension of Iranian Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 2(8), 88-99.

Killion, J. P., & Todnem, G. R. (1991). A process for personal theory building. Educational leadership, 48(6), 14-16.

Kim, M. K. (2018). Pre-service teachers’ reflective journal writing on practicum: Focus of reflection and perceptions. 현대영어교육, 19(2), 30-41.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching: Yale University Press.

Lee, S. (2013). Effects of reflective journal writing in Japanese students' language learning: Indiana University of Pennsylvania.

Lee, V., & Gyogi, E. (2016). The reflective learning journal in the classroom. Focus on the learner, 270-276.

Ma, R., & Oxford, R. L. (2014). A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System, 43, 101-113.

Mackey, A., & Gass, S. (2005). Second Language Research: Methodology and Design. Mahwah, New Jersey: Lawerence Erlbawn Associates. In: Inc.

Mauroux, L., Zufferey, J. D., Rodondi, E., Cattaneo, A., Motta, E., & Gurtner, J.-L. (2016). Writing reflective learning journals: Promoting the use of learning strategies and supporting the development of professional skills. In Writing for professional development (pp. 107-128): Brill.

Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice: Psychology Press.

Nourdad, N., & Asghari, R. (2017). The effect of reflective reading on reading comprehension of Iranian EFL learners. International Journal of Applied Linguistics and English Literature, 6(6), 267-273.

Sage, M., & Sele, P. (2015). Reflective journaling as a flipped classroom technique to increase reading and participation with social work students. Journal of social work education, 51(4), 668-681.

Schon, D. (1983). The Reflective Practitioner: How Professionals Think in Action Basic Books Inc. New York, NY.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.

Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and self-reflection. Reflective Practice, 19(3), 291-307.

Taggart, G. L., & Wilson, A. P. (1996). Models of Reflective Thinking. Educational Considerations, 24(1), 3.

Vygotsky, L. (1934). 1962. Thought and language. Trans. E. Hanfmann and G. Vakar. Cambridge: MIT Press.

Wang, H.-H., Chen, H.-T., Lin, H.-S., & Hong, Z.-R. (2017). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research & Development, 36(1), 201-216.

Wirth, K., & Aziz, F. (2015). Better learning through better reading and reflecting. In.

Zulfikar, T., & Mujiburrahman. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1-13.

Amirkhanova, K., Ageeva, A., & Fakhretdinov, R. (2016). Enhancing Students Learning Motivation through Reflective Journal Writing. The European Proceedings of Social and Behavioural Sciences Ep-SBS.

Anderson, J. (2015). Affordance, learning opportunities, and the lesson plan pro forma. Elt Journal, 69(3), 228-238.

Anderson, N. J. (2008). Metacognition and good language learners. Lessons from good language learners, 99-109.

Brookfield, S. D. (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions: John Wiley & Sons.

Cathro, V., O'Kane, P., & Gilbertson, D. (2017). Assessing Reflection: Understanding Skill Development through Reflective Learning Journals. Education & Training, 59(4), 427-442.

Cazan, A.-M. (2012). Enhancing self regulated learning by learning journals. Procedia-Social and Behavioral Sciences, 33, 413-417.

Celik, S. (2014). The effects of learning journals on reflective ability and metacognitive learning: The attitudes of graduate students in an English language teaching methodology course. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 16(3), 723-743.

Clipa, O., Ignat, A.-A., & Stanciu, M. (2012). Learning diary as a tool for metacognitive strategies development. Procedia-Social and Behavioral Sciences, 33, 905-909.

Dewey, J. (1933). How We Think (Boston: DC Heath & Co., 1910). New York, 72.

Diaz, I. (2015). Training in metacognitive strategies for students' vocabulary improvement by using learning journals. Profile Issues in TeachersProfessional Development, 17(1), 87-102.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies: Oxford University Press Oxford.

Glava, C.-C., & Glava, A.-E. (2011). Development of metacognitive behavior of future teacher students through electronic learning diaries as means of self reflection. Procedia Computer Science, 3, 649-653.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice: Ernst Klett Sprachen.

Grabe, W. P., & Stoller, F. L. (2013). Teaching and Researching: Reading: Routledge.

Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In Handbook of research on student engagement (pp. 601-634): Springer.

Jafarigohar, M., & Mortazavi, M. (2013). The effects of different types of reflective journal writing on learners’ self-regulated learning. Iranian Journal of Applied Linguistics (IJAL), 16(1), 59-78.

Khanjani, A., Vahdany, F., & Jafarigohar, M. (2018). Effects of journal writing on EFL teacher trainees’ reflective practice. Research in English language pedagogy, 6(1), 56-77.

Khodaverdian, M., Sheikh, S., & Vahdany, F. (2015). The Relationship between Self-regulatory Development, Language Learners’ Metacognitive Awareness and L2 Reading Comprehension of Iranian Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 2(8), 88-99.

Killion, J. P., & Todnem, G. R. (1991). A process for personal theory building. Educational leadership, 48(6), 14-16.

Kim, M. K. (2018). Pre-service teachers’ reflective journal writing on practicum: Focus of reflection and perceptions. 현대영어교육, 19(2), 30-41.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching: Yale University Press.

Lee, S. (2013). Effects of reflective journal writing in Japanese students' language learning: Indiana University of Pennsylvania.

Lee, V., & Gyogi, E. (2016). The reflective learning journal in the classroom. Focus on the learner, 270-276.

Ma, R., & Oxford, R. L. (2014). A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System, 43, 101-113.

Mackey, A., & Gass, S. (2005). Second Language Research: Methodology and Design. Mahwah, New Jersey: Lawerence Erlbawn Associates. In: Inc.

Mauroux, L., Zufferey, J. D., Rodondi, E., Cattaneo, A., Motta, E., & Gurtner, J.-L. (2016). Writing reflective learning journals: Promoting the use of learning strategies and supporting the development of professional skills. In Writing for professional development (pp. 107-128): Brill.

Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice: Psychology Press.

Nourdad, N., & Asghari, R. (2017). The effect of reflective reading on reading comprehension of Iranian EFL learners. International Journal of Applied Linguistics and English Literature, 6(6), 267-273.

Sage, M., & Sele, P. (2015). Reflective journaling as a flipped classroom technique to increase reading and participation with social work students. Journal of social work education, 51(4), 668-681.

Schon, D. (1983). The Reflective Practitioner: How Professionals Think in Action Basic Books Inc. New York, NY.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.

Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and self-reflection. Reflective Practice, 19(3), 291-307.

Taggart, G. L., & Wilson, A. P. (1996). Models of Reflective Thinking. Educational Considerations, 24(1), 3.

Vygotsky, L. (1934). 1962. Thought and language. Trans. E. Hanfmann and G. Vakar. Cambridge: MIT Press.

Wang, H.-H., Chen, H.-T., Lin, H.-S., & Hong, Z.-R. (2017). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research & Development, 36(1), 201-216.

Wirth, K., & Aziz, F. (2015). Better learning through better reading and reflecting. In.

Zulfikar, T., & Mujiburrahman. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1-13.

Amirkhanova, K., Ageeva, A., & Fakhretdinov, R. (2016). Enhancing Students Learning Motivation through Reflective Journal Writing. The European Proceedings of Social and Behavioural Sciences Ep-SBS.

Anderson, J. (2015). Affordance, learning opportunities, and the lesson plan pro forma. Elt Journal, 69(3), 228-238.

Anderson, N. J. (2008). Metacognition and good language learners. Lessons from good language learners, 99-109.

Brookfield, S. D. (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions: John Wiley & Sons.

Cathro, V., O'Kane, P., & Gilbertson, D. (2017). Assessing Reflection: Understanding Skill Development through Reflective Learning Journals. Education & Training, 59(4), 427-442.

Cazan, A.-M. (2012). Enhancing self regulated learning by learning journals. Procedia-Social and Behavioral Sciences, 33, 413-417.

Celik, S. (2014). The effects of learning journals on reflective ability and metacognitive learning: The attitudes of graduate students in an English language teaching methodology course. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 16(3), 723-743.

Clipa, O., Ignat, A.-A., & Stanciu, M. (2012). Learning diary as a tool for metacognitive strategies development. Procedia-Social and Behavioral Sciences, 33, 905-909.

Dewey, J. (1933). How We Think (Boston: DC Heath & Co., 1910). New York, 72.

Diaz, I. (2015). Training in metacognitive strategies for students' vocabulary improvement by using learning journals. Profile Issues in TeachersProfessional Development, 17(1), 87-102.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies: Oxford University Press Oxford.

Glava, C.-C., & Glava, A.-E. (2011). Development of metacognitive behavior of future teacher students through electronic learning diaries as means of self reflection. Procedia Computer Science, 3, 649-653.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice: Ernst Klett Sprachen.

Grabe, W. P., & Stoller, F. L. (2013). Teaching and Researching: Reading: Routledge.

Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In Handbook of research on student engagement (pp. 601-634): Springer.

Jafarigohar, M., & Mortazavi, M. (2013). The effects of different types of reflective journal writing on learners’ self-regulated learning. Iranian Journal of Applied Linguistics (IJAL), 16(1), 59-78.

Khanjani, A., Vahdany, F., & Jafarigohar, M. (2018). Effects of journal writing on EFL teacher trainees’ reflective practice. Research in English language pedagogy, 6(1), 56-77.

Khodaverdian, M., Sheikh, S., & Vahdany, F. (2015). The Relationship between Self-regulatory Development, Language Learners’ Metacognitive Awareness and L2 Reading Comprehension of Iranian Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 2(8), 88-99.

Killion, J. P., & Todnem, G. R. (1991). A process for personal theory building. Educational leadership, 48(6), 14-16.

Kim, M. K. (2018). Pre-service teachers’ reflective journal writing on practicum: Focus of reflection and perceptions. 현대영어교육, 19(2), 30-41.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching: Yale University Press.

Lee, S. (2013). Effects of reflective journal writing in Japanese students' language learning: Indiana University of Pennsylvania.

Lee, V., & Gyogi, E. (2016). The reflective learning journal in the classroom. Focus on the learner, 270-276.

Ma, R., & Oxford, R. L. (2014). A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System, 43, 101-113.

Mackey, A., & Gass, S. (2005). Second Language Research: Methodology and Design. Mahwah, New Jersey: Lawerence Erlbawn Associates. In: Inc.

Mauroux, L., Zufferey, J. D., Rodondi, E., Cattaneo, A., Motta, E., & Gurtner, J.-L. (2016). Writing reflective learning journals: Promoting the use of learning strategies and supporting the development of professional skills. In Writing for professional development (pp. 107-128): Brill.

Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice: Psychology Press.

Nourdad, N., & Asghari, R. (2017). The effect of reflective reading on reading comprehension of Iranian EFL learners. International Journal of Applied Linguistics and English Literature, 6(6), 267-273.

Sage, M., & Sele, P. (2015). Reflective journaling as a flipped classroom technique to increase reading and participation with social work students. Journal of social work education, 51(4), 668-681.

Schon, D. (1983). The Reflective Practitioner: How Professionals Think in Action Basic Books Inc. New York, NY.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.

Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and self-reflection. Reflective Practice, 19(3), 291-307.

Taggart, G. L., & Wilson, A. P. (1996). Models of Reflective Thinking. Educational Considerations, 24(1), 3.

Vygotsky, L. (1934). 1962. Thought and language. Trans. E. Hanfmann and G. Vakar. Cambridge: MIT Press.

Wang, H.-H., Chen, H.-T., Lin, H.-S., & Hong, Z.-R. (2017). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research & Development, 36(1), 201-216.

Wirth, K., & Aziz, F. (2015). Better learning through better reading and reflecting. In.

Zulfikar, T., & Mujiburrahman. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1-13.

Amirkhanova, K., Ageeva, A., & Fakhretdinov, R. (2016). Enhancing Students Learning Motivation through Reflective Journal Writing. The European Proceedings of Social and Behavioural Sciences Ep-SBS.

Anderson, J. (2015). Affordance, learning opportunities, and the lesson plan pro forma. Elt Journal, 69(3), 228-238.

Anderson, N. J. (2008). Metacognition and good language learners. Lessons from good language learners, 99-109.

Brookfield, S. D. (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions: John Wiley & Sons.

Cathro, V., O'Kane, P., & Gilbertson, D. (2017). Assessing Reflection: Understanding Skill Development through Reflective Learning Journals. Education & Training, 59(4), 427-442.

Cazan, A.-M. (2012). Enhancing self regulated learning by learning journals. Procedia-Social and Behavioral Sciences, 33, 413-417.

Celik, S. (2014). The effects of learning journals on reflective ability and metacognitive learning: The attitudes of graduate students in an English language teaching methodology course. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 16(3), 723-743.

Clipa, O., Ignat, A.-A., & Stanciu, M. (2012). Learning diary as a tool for metacognitive strategies development. Procedia-Social and Behavioral Sciences, 33, 905-909.

Dewey, J. (1933). How We Think (Boston: DC Heath & Co., 1910). New York, 72.

Diaz, I. (2015). Training in metacognitive strategies for students' vocabulary improvement by using learning journals. Profile Issues in TeachersProfessional Development, 17(1), 87-102.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies: Oxford University Press Oxford.

Glava, C.-C., & Glava, A.-E. (2011). Development of metacognitive behavior of future teacher students through electronic learning diaries as means of self reflection. Procedia Computer Science, 3, 649-653.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice: Ernst Klett Sprachen.

Grabe, W. P., & Stoller, F. L. (2013). Teaching and Researching: Reading: Routledge.

Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In Handbook of research on student engagement (pp. 601-634): Springer.

Jafarigohar, M., & Mortazavi, M. (2013). The effects of different types of reflective journal writing on learners’ self-regulated learning. Iranian Journal of Applied Linguistics (IJAL), 16(1), 59-78.

Khanjani, A., Vahdany, F., & Jafarigohar, M. (2018). Effects of journal writing on EFL teacher trainees’ reflective practice. Research in English language pedagogy, 6(1), 56-77.

Khodaverdian, M., Sheikh, S., & Vahdany, F. (2015). The Relationship between Self-regulatory Development, Language Learners’ Metacognitive Awareness and L2 Reading Comprehension of Iranian Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 2(8), 88-99.

Killion, J. P., & Todnem, G. R. (1991). A process for personal theory building. Educational leadership, 48(6), 14-16.

Kim, M. K. (2018). Pre-service teachers’ reflective journal writing on practicum: Focus of reflection and perceptions. 현대영어교육, 19(2), 30-41.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching: Yale University Press.

Lee, S. (2013). Effects of reflective journal writing in Japanese students' language learning: Indiana University of Pennsylvania.

Lee, V., & Gyogi, E. (2016). The reflective learning journal in the classroom. Focus on the learner, 270-276.

Ma, R., & Oxford, R. L. (2014). A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System, 43, 101-113.

Mackey, A., & Gass, S. (2005). Second Language Research: Methodology and Design. Mahwah, New Jersey: Lawerence Erlbawn Associates. In: Inc.

Mauroux, L., Zufferey, J. D., Rodondi, E., Cattaneo, A., Motta, E., & Gurtner, J.-L. (2016). Writing reflective learning journals: Promoting the use of learning strategies and supporting the development of professional skills. In Writing for professional development (pp. 107-128): Brill.

Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice: Psychology Press.

Nourdad, N., & Asghari, R. (2017). The effect of reflective reading on reading comprehension of Iranian EFL learners. International Journal of Applied Linguistics and English Literature, 6(6), 267-273.

Sage, M., & Sele, P. (2015). Reflective journaling as a flipped classroom technique to increase reading and participation with social work students. Journal of social work education, 51(4), 668-681.

Schon, D. (1983). The Reflective Practitioner: How Professionals Think in Action Basic Books Inc. New York, NY.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.

Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and self-reflection. Reflective Practice, 19(3), 291-307.

Taggart, G. L., & Wilson, A. P. (1996). Models of Reflective Thinking. Educational Considerations, 24(1), 3.

Vygotsky, L. (1934). 1962. Thought and language. Trans. E. Hanfmann and G. Vakar. Cambridge: MIT Press.

Wang, H.-H., Chen, H.-T., Lin, H.-S., & Hong, Z.-R. (2017). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research & Development, 36(1), 201-216.

Wirth, K., & Aziz, F. (2015). Better learning through better reading and reflecting. In.

Zulfikar, T., & Mujiburrahman. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1-13.

Amirkhanova, K., Ageeva, A., & Fakhretdinov, R. (2016). Enhancing Students Learning Motivation through Reflective Journal Writing. The European Proceedings of Social and Behavioural Sciences Ep-SBS.

Anderson, J. (2015). Affordance, learning opportunities, and the lesson plan pro forma. Elt Journal, 69(3), 228-238.

Anderson, N. J. (2008). Metacognition and good language learners. Lessons from good language learners, 99-109.

Brookfield, S. D. (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions: John Wiley & Sons.

Cathro, V., O'Kane, P., & Gilbertson, D. (2017). Assessing Reflection: Understanding Skill Development through Reflective Learning Journals. Education & Training, 59(4), 427-442.

Cazan, A.-M. (2012). Enhancing self regulated learning by learning journals. Procedia-Social and Behavioral Sciences, 33, 413-417.

Celik, S. (2014). The effects of learning journals on reflective ability and metacognitive learning: The attitudes of graduate students in an English language teaching methodology course. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 16(3), 723-743.

Clipa, O., Ignat, A.-A., & Stanciu, M. (2012). Learning diary as a tool for metacognitive strategies development. Procedia-Social and Behavioral Sciences, 33, 905-909.

Dewey, J. (1933). How We Think (Boston: DC Heath & Co., 1910). New York, 72.

Diaz, I. (2015). Training in metacognitive strategies for students' vocabulary improvement by using learning journals. Profile Issues in TeachersProfessional Development, 17(1), 87-102.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies: Oxford University Press Oxford.

Glava, C.-C., & Glava, A.-E. (2011). Development of metacognitive behavior of future teacher students through electronic learning diaries as means of self reflection. Procedia Computer Science, 3, 649-653.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice: Ernst Klett Sprachen.

Grabe, W. P., & Stoller, F. L. (2013). Teaching and Researching: Reading: Routledge.

Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In Handbook of research on student engagement (pp. 601-634): Springer.

Jafarigohar, M., & Mortazavi, M. (2013). The effects of different types of reflective journal writing on learners’ self-regulated learning. Iranian Journal of Applied Linguistics (IJAL), 16(1), 59-78.

Khanjani, A., Vahdany, F., & Jafarigohar, M. (2018). Effects of journal writing on EFL teacher trainees’ reflective practice. Research in English language pedagogy, 6(1), 56-77.

Khodaverdian, M., Sheikh, S., & Vahdany, F. (2015). The Relationship between Self-regulatory Development, Language Learners’ Metacognitive Awareness and L2 Reading Comprehension of Iranian Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 2(8), 88-99.

Killion, J. P., & Todnem, G. R. (1991). A process for personal theory building. Educational leadership, 48(6), 14-16.

Kim, M. K. (2018). Pre-service teachers’ reflective journal writing on practicum: Focus of reflection and perceptions. 현대영어교육, 19(2), 30-41.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching: Yale University Press.

Lee, S. (2013). Effects of reflective journal writing in Japanese students' language learning: Indiana University of Pennsylvania.

Lee, V., & Gyogi, E. (2016). The reflective learning journal in the classroom. Focus on the learner, 270-276.

Ma, R., & Oxford, R. L. (2014). A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System, 43, 101-113.

Mackey, A., & Gass, S. (2005). Second Language Research: Methodology and Design. Mahwah, New Jersey: Lawerence Erlbawn Associates. In: Inc.

Mauroux, L., Zufferey, J. D., Rodondi, E., Cattaneo, A., Motta, E., & Gurtner, J.-L. (2016). Writing reflective learning journals: Promoting the use of learning strategies and supporting the development of professional skills. In Writing for professional development (pp. 107-128): Brill.

Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice: Psychology Press.

Nourdad, N., & Asghari, R. (2017). The effect of reflective reading on reading comprehension of Iranian EFL learners. International Journal of Applied Linguistics and English Literature, 6(6), 267-273.

Sage, M., & Sele, P. (2015). Reflective journaling as a flipped classroom technique to increase reading and participation with social work students. Journal of social work education, 51(4), 668-681.

Schon, D. (1983). The Reflective Practitioner: How Professionals Think in Action Basic Books Inc. New York, NY.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.

Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and self-reflection. Reflective Practice, 19(3), 291-307.

Taggart, G. L., & Wilson, A. P. (1996). Models of Reflective Thinking. Educational Considerations, 24(1), 3.

Vygotsky, L. (1934). 1962. Thought and language. Trans. E. Hanfmann and G. Vakar. Cambridge: MIT Press.

Wang, H.-H., Chen, H.-T., Lin, H.-S., & Hong, Z.-R. (2017). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research & Development, 36(1), 201-216.

Wirth, K., & Aziz, F. (2015). Better learning through better reading and reflecting. In.

Zulfikar, T., & Mujiburrahman. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1-13.

Amirkhanova, K., Ageeva, A., & Fakhretdinov, R. (2016). Enhancing Students Learning Motivation through Reflective Journal Writing. The European Proceedings of Social and Behavioural Sciences Ep-SBS.

Anderson, J. (2015). Affordance, learning opportunities, and the lesson plan pro forma. Elt Journal, 69(3), 228-238.

Anderson, N. J. (2008). Metacognition and good language learners. Lessons from good language learners, 99-109.

Brookfield, S. D. (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions: John Wiley & Sons.

Cathro, V., O'Kane, P., & Gilbertson, D. (2017). Assessing Reflection: Understanding Skill Development through Reflective Learning Journals. Education & Training, 59(4), 427-442.

Cazan, A.-M. (2012). Enhancing self regulated learning by learning journals. Procedia-Social and Behavioral Sciences, 33, 413-417.

Celik, S. (2014). The effects of learning journals on reflective ability and metacognitive learning: The attitudes of graduate students in an English language teaching methodology course. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 16(3), 723-743.

Clipa, O., Ignat, A.-A., & Stanciu, M. (2012). Learning diary as a tool for metacognitive strategies development. Procedia-Social and Behavioral Sciences, 33, 905-909.

Dewey, J. (1933). How We Think (Boston: DC Heath & Co., 1910). New York, 72.

Diaz, I. (2015). Training in metacognitive strategies for students' vocabulary improvement by using learning journals. Profile Issues in TeachersProfessional Development, 17(1), 87-102.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies: Oxford University Press Oxford.

Glava, C.-C., & Glava, A.-E. (2011). Development of metacognitive behavior of future teacher students through electronic learning diaries as means of self reflection. Procedia Computer Science, 3, 649-653.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice: Ernst Klett Sprachen.

Grabe, W. P., & Stoller, F. L. (2013). Teaching and Researching: Reading: Routledge.

Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In Handbook of research on student engagement (pp. 601-634): Springer.

Jafarigohar, M., & Mortazavi, M. (2013). The effects of different types of reflective journal writing on learners’ self-regulated learning. Iranian Journal of Applied Linguistics (IJAL), 16(1), 59-78.

Khanjani, A., Vahdany, F., & Jafarigohar, M. (2018). Effects of journal writing on EFL teacher trainees’ reflective practice. Research in English language pedagogy, 6(1), 56-77.

Khodaverdian, M., Sheikh, S., & Vahdany, F. (2015). The Relationship between Self-regulatory Development, Language Learners’ Metacognitive Awareness and L2 Reading Comprehension of Iranian Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 2(8), 88-99.

Killion, J. P., & Todnem, G. R. (1991). A process for personal theory building. Educational leadership, 48(6), 14-16.

Kim, M. K. (2018). Pre-service teachers’ reflective journal writing on practicum: Focus of reflection and perceptions. 현대영어교육, 19(2), 30-41.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching: Yale University Press.

Lee, S. (2013). Effects of reflective journal writing in Japanese students' language learning: Indiana University of Pennsylvania.

Lee, V., & Gyogi, E. (2016). The reflective learning journal in the classroom. Focus on the learner, 270-276.

Ma, R., & Oxford, R. L. (2014). A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System, 43, 101-113.

Mackey, A., & Gass, S. (2005). Second Language Research: Methodology and Design. Mahwah, New Jersey: Lawerence Erlbawn Associates. In: Inc.

Mauroux, L., Zufferey, J. D., Rodondi, E., Cattaneo, A., Motta, E., & Gurtner, J.-L. (2016). Writing reflective learning journals: Promoting the use of learning strategies and supporting the development of professional skills. In Writing for professional development (pp. 107-128): Brill.

Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice: Psychology Press.

Nourdad, N., & Asghari, R. (2017). The effect of reflective reading on reading comprehension of Iranian EFL learners. International Journal of Applied Linguistics and English Literature, 6(6), 267-273.

Sage, M., & Sele, P. (2015). Reflective journaling as a flipped classroom technique to increase reading and participation with social work students. Journal of social work education, 51(4), 668-681.

Schon, D. (1983). The Reflective Practitioner: How Professionals Think in Action Basic Books Inc. New York, NY.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.

Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and self-reflection. Reflective Practice, 19(3), 291-307.

Taggart, G. L., & Wilson, A. P. (1996). Models of Reflective Thinking. Educational Considerations, 24(1), 3.

Vygotsky, L. (1934). 1962. Thought and language. Trans. E. Hanfmann and G. Vakar. Cambridge: MIT Press.

Wang, H.-H., Chen, H.-T., Lin, H.-S., & Hong, Z.-R. (2017). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research & Development, 36(1), 201-216.

Wirth, K., & Aziz, F. (2015). Better learning through better reading and reflecting. In.

Zulfikar, T., & Mujiburrahman. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1-13.