Abstract
This study investigates the effects of reflective journal writing in university English reading classes. To improve learning effectiveness, students developed weekly reflective journals as a tool for their English learning process. The research samples include four department students, two from the College of Business administration and the others from Engineering College. Ninety-one participants submitted 1,011 study journals for qualitative data. This study identified the linguistic and non-linguistic elements underpinning the recurring theme pattern. The categorized themes are discussed further with the quantitative data of numerical frequency and qualitative journal data. The study results show that reflective journal experience contributed to the students'' introspection about the learning process, self-motivation, and, eventually, English language achievement. The study''s implications consider how university students could utilize journals for their life plans, career discussion, and the development of reflective thinking. (Incheon National University)
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