Abstract
This research paper explores the effectiveness of reflection as a tool for improving English language skills at the tertiary level. This skill is often overlooked for teaching language skills, but studies have shown positive outcomes to their implementation in professional career advancements. The study was conducted among students at a local university who were enrolled in English language courses at the diploma and degree levels. The data were collected through questionnaires after implementing reflection activities in two diploma classes and a degree class after a 14-week semester. The findings of the study revealed that reflection has a significant impact on improving English language skills at the tertiary level. This suggests that educators should incorporate reflective practices in their teaching strategies to enhance the learning outcomes of students.
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