The Impact of Reflective Writing on Writing Achievement, Vocabulary Achievement and Critical Thinking of Intermediate EFL Learners

Abstract

The present study investigated the effectiveness of a rather newly-developed method in language teaching that was reflective writing in improving EFL learners' writing achievement, vocabulary achievement and critical thinking. To fulfill the purpose of the study, first 60 participants from among 100 intermediate learners studying at Tehran University of Medical Sciences were chosen by means of administrating Preliminary English Test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey (2000),. Then through administrating the writing section of the standard preliminary English test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey (2000), 60 out of 90 remaining learners were chosen to serve as the participants of the study. Two groups, a control group and an experimental group, were formed. The experimental group was provided with reflective writing instructions, while the control group received the routine writing practices. To see if the independent variable had significant effects on writing achievement, vocabulary achievement, and critical thinking, a Multivariate Analysis of Variance test was run the results of which revealed that the treatment significantly improved vocabulary, writing and critical thinking of the learners.

The power of reflective journal writing for university students from the EFL perspective

“…In the digital era, reflective journal writing contributes to a web-based portfolio assessment system that reflects on learning processes and reflective writing mechanisms (Liang et al, 2016) involving topics-based prompts, revisions, learning logs, and grading systems. Reflective writing can improve EFL students' writing achievement, vocabulary achievement, and critical thinking achievement (Laqaei, 2015). Besides, it is a technique to manage learning processes through which reflections (Black et al, 2019) can enrich academic experiences, pacing strategies, and learning strategies.…”

“…Reflective journal writing also promotes self-discovery and metacognitive competencies essential for students (Gibson et al, 2016). The focal point is that reflective journal writing not only emphasizes reflection and professional development (Chretien et al, 2008), but also reflective thinking (Chittooran, 2015), and critical thinking skills (Laqaei, 2015). Therefore, reflective journal writing can enhance students' critical insights into real solving problems, and enrich learning experiences.…”

“…This is followed by analyzing problems (13%) and interpreting the topics (13%). This implies that despite that the students simply re-formulated the materials learned in previous sessions, they also tried to develop their critical thinking skills (Laqaei, 2015) by summarizing (12%), comparing (12%), and classifying topics and subtopics (11%) in their writing. About 7% were able to build critical thinking, 7% to sequence topics, and 6% to communicate ideas.…”

Reflecting Journal Writing and Primary Students’ Writing Fluency

“…Similarly, Laqaei and Mall-Amiri [12] found that The experimental group outperformed the control group in terms of language knowledge, writing competence, and capacity to think critically. It was discovered that those who kept reflective journals improved their vocabulary and writing abilities significantly.…”

Harnessing the Power of Reflective Journal Writing in Global Contexts: A Systematic Literature Review

“…Recent trends in reflective journal writing have resulted in a slew of studies focusing on two essential elements: (1) integrating theory and practice of formal learning materials (Al-karasneh, 2014), and (2) identifying them through the author's lens of personal experiences, point of view, and professional practice (Boud, 2001). Students investigate such critical aspects of reflective writing to improve critical thinking skills and vocabulary achievement (Laqaei, 2015). This learning model of academic context encourages them to look at things critically.…”