Abstract: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 po… Show more
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