This research paper describes a mixed-methods study with a one group, pretest- posttest design that aimed to analyze the effects of writing reflective journals on the writing skills of 25 EFL sophomore learners. It also examined the participants’ perceptions of reflective journals as a learning strategy. The data were collected in two phases. In the first phase, a pre-test and a post-test were applied to gather the quantitative data. The researchers employed a writing assessment rubric to score the pre- and post-tests to assess the students’ EFL proficiency level. And in the second phase, participants were required to fill out an open-ended questionnaire of six questions to collect the qualitative data. It was demonstrated that reflective journals had a positive impact on the participants’ writing skills development and that they were perceived as a helpful learning strategy to boost English proficiency. These findings could help EFL students improve their metacognitive skills, which are required in the Ecuadorian curriculum.
Alt, D., Raichel, N., & Scheneider, L. N. (2022). Higher Education Students’ Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.707168
Argudo, J. (2021). Expressive Writing to relieve Academic Stress at University Level. Profile issues in teacher’s Professional Development, 23(2), 17-33. http://doi.org/10.15446/profile.v23n2.90448
Arindra, M. Y., & Ardi, P. (2020). The Correlation between Students’ Writing Anxiety and the Use of Writing Assessment Rubrics. (P. Ardi, Ed.) LEARNJournal: Language Education and Acquisition Research Network, 13(1), 76-93. https://so04.tci-thaijo.org/index.php/LEARN/article/view/237829
Atariguana, T. G. (2021). Managing Anxiety Regarding the International Baccalaureate Program Evaluation, Paper 1(Mock Exams): An Action Research Study. [Thesis, Universidad Católica de Cuenca]. http://dspace.ucuenca.edu.ec/handle/123456789/35877
Bhardwaj, P. (2019). Types of Sampling in Research. Journal of the Practice of Cardiovascular Sciences, 5(3). http://doi.org/10.4103/jpcs.jpcs_62_19
Cambridge. (2020). A2 Key for Schools Handbook for teachers for exams 2020. https://n9.cl/07kczw
Cengiz, C. (2020). The Effect of Structured Journals on Reflection Levels: With or Without Question Prompts? Australian Journal of Teacher Education, 45(2). http://doi.org/10.14221/ajte.2020v45n2.2
Chang, B. (2019). Reflection in Learning. Online Learning Journal, 23(1), 95-100. http://doi.org/10.24059/olj.v23i1.1447
Cranmer, G. A. (2017). One Group Pretest-Posttest Design. SAGE Research methods, 1-4. https://dx.doi.org/10.4135/9781483381411
Creswell, J. W. (2014). Research design: Qualitative, Quantitative, and Mixed methods Approaches. SAGE publications.
Creswell, J., & Creswell, J. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE publications.
Crossley, S. A. (2020). Linguistic features in writing quality and development: An overview. Journal of writing research, 11(3), 415-443. https://doi.org/10.17239/jowr-2020.11.03.01
Deveci, T., & Ayish, N. (2021). Qualitative Adjectives in EFL Students’ Reflective Writing Essays. Journal of Language & Education, 7(1), 64-67. http://doi.org/10.17323/jle.2021.10979
Eliwarti, E., & Purwanti, I. T. (2021). The effect of Journal Writing Technique on Students Witing Ability. International Journal of Educational Best Practices, 5(2), 183-196. http://doi.org/10.32851/ijebp.v5n2.p183-196
Esmaeil, M., Izadpanah, S., Namaziandost, E., & Rahbar, B. (2022). The Mediating Role of Critical Thinking Abilities in the Relationship Between English as a Foreign Language Learners’ Writing Performance and Their Language Learning Strategies. Frontiers in Psychology, 13(746445). http://doi.org/10.3389/fpsyg.2022.746445
Fayyad Abuhussein, H. (2022). EFL Learners’ Attitudes Towards Online Reflective Journals’ Impact on Creative Writing: An Analytical Study. International Journal of Professional Development, Learners and Learning. https://doi.org/10.30935/ijpdll/12326
Filep, B. (2009). Interview and translation strategies: coping with multilingual settings and data. Social Geography, 4(1), 59-70. https://doi.org/10.5194/sg-4-59-2009
Griggs, V., Holden, R., Lawless, A., & Rae, J. (2018). From reflective learning to reflective practice: assessing transfer. Studies in Higher Education, 43(7), 1172-1183. https://doi.org/10.1080/03075079.2016.1232382
Habibi, F., Eviyuliwati, I., & Kartowisastro, S. (2018). The Effect of Reflective Journal Writing on Students’ Writing Ability of Narrative Text. Proceedings of the International Conference on Education in Muslim Society. 115, 16-20 http://doi.org/10.2991/icems-17.2018.4
Haven, T. L., & Grootel, L. V. (2019). Preregistering qualitative research. Taylor & Francis, 26(3), 229-244. http://dx.doi.org/10.1080/08989621.2019.1580147
Heaton, J. B. (1988). Writing English language tests Longman handbook for language teachers (New Edition). London Longman Group UK Ltd.
Jannah, D. M., Usman, B., Daud, B., Muslem, A., & Samad, I. A. (2020). Improving Students’s Writing Skill Through Reflective Journal: A Study at a senior High School in ACEH. Humanities & Social Sciences Reviews, 8(3), 221-230. https://doi.org/10.18510/hssr.2020.8323
Kim, Y.-S. G., Yang, D., Reyes, M., & Connor, C. (2021). Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for. Educational Research Review, 34. https://doi.org/10.1016/j.edurev.2021.100408
MINEDUC. (2019). Curriculo de los niveles de Educación obligatoria Nivel Bachillerato. https://educacion.gob.ec/wp-content/uploads/downloads/2019/09/BGU-tomo-2.pdf
Moses, R. N., & Mohamad, M. (2019). Challenges Faced by Students and Teachers on Writing Skills in ESL Contexts: A Literature Review. Creative Education, 10(13). http://doi.org/10.4236/ce.2019.1013260
Nanwani, S. (2021). Organization and Education Development: Reflecting and Transforming in a Self-Discovery Journey. http://doi.org/10.4324/9781003166986
Nückles, M., Roelle, J., Frey, I. G., Waldeyer, J., & Renkl, A. (2020). The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning. Educational Psychology Review, 32, 1089-1126. https://doi.org/10.1007/s10648-020-09541-1
Prasetyaningrum, A., Nazri, A., & Asrobi, M. (2021). A Study of Learners’ Writing Anxiety in EFL Context. Jo-ELT (Journal of English Language Teaching)Fakultas Keguruan dan Ilmu Pendidikan&Program Studi Pendidikan Bahasa Inggris IKIP, 8(1), 19-31. http://doi.org/10.33394/jo-elt.v8i1.3707
Ramadhanti, D., Ghazali, A. S., Hasanah, M., Harsiati, T., & Yanda, D. P. (2020). The Use of Reflective Journal as a Tool for Monitoring of Metacognition Growth in Writing. International Journal of Emerging Technologies in Learning, 15(11), 162-187. http://doi.org/10.3991/ijet.v15i11.11939
Ramlal, A., & Augustin, D. S. (2019). Engaging students in reflective writing: an action research project. Educational Action Research, 28(3), 518-533. https://doi.org/10.1080/09650792.2019.1595079
Sabti, A. A., Md Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance:A Correlational Study of Iraqi Tertiary. SAGE Open, 9(4). http://doi.org/10.1177/2158244019894289
Salahi, F., & Farahian, M. (2021). Constructing and Validating a Questionnaire on Barriers to EFL learners’ reflective writing. Asian. J. Second. Foreign. Lang. Educ, 6(20). https://doi.org/10.1186/s40862-021-00124-3
Sani, S. M., Kurniawati, N., & Nurwanti, D. I. (2017). The Use of Reflective Writing to Improve Students’ Writing and Critical Thinking Skills. [Conference] The Tenth Conference on Applied Linguistics and The Second English Language Teaching and Technology Conference in collaboration with The First International Conference on Language, Literature, Culture, and Education - CONAPLIN and ICOLLITE, Bandung, Indonesia. http://doi.org/10.5220/0007166903310335
Selvaraj, M., & Aziz, A. A. (2019). Systematic Review: Approaches in Teaching Writing Skill in ESL Classrooms. International Journal of Academic Research in Progressive Education and Development, 8(4), 450-473. http://dx.doi.org/10.6007/IJARPED/v8-i4/6564
Srinawati, W., & Alwi, R. (2020). Critical Thinking Ability in EFL Students' Argumentative Essay Writing: The Difficulties and The Strategies. Journal of Scientific Information and Educational Creativity, 21(2).
Sudirman, A., Gemilang, A. V., & Kristanto, T. M. (2021). The Power of Reflective Journal Writing for University Students from the EFL Perspectives. Studies in English Language and Education, 8(3), 1061-1079. https://doi.org/10.24815/siele.v8i3.19105
Teng, M. F. (2020). Effects of cooperative–metacognitive instruction on EFL learners’ writing and metacognitive awareness. Asia PAcific journal Eduaction, 42(2), 179-195. https://doi.org/10.1080/02188791.2020.1835606
Vuong, N. H., & Le, N. T. (2021). Using Reflective Journals for Learning English Among Primary School students Via Google Drive. International Journal of E-Learning Practices, 4. https://jurcon.ums.edu.my/ojums/index.php/ijelp/article/view/3430
Wardani, F. R., & Mbato, C. L. (2021). A comparative study between Indonesian undergraduate and graduate students’ perceived anxiety and self-efficacy in critical writing. Magister Scientiae, 49(2), 90-103. http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3309
Zemach, D. E., & Rumisek, Z. (2005). Academic Writing: From paragraph to Essay. Macmillan. https://library.unmas.ac.id/repository/EBK-00032.pdf
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2023 Alexandra Gabriela Demera Macías, Tammy Fajardo Dack