Abstract
Journal writing is the process of recording personal insights, reflections, and questions on assigned topics. It is extensively applied in educational setting as an individual activity with diverse terms and these include journal dialogue, learning journals, and reflective writing (RW). Reflective writing (RW) is one of the most common writing activities applied by higher education students. However, some still struggle with this writing technique. Therefore, this study aims to analyze the right processes/ sub-processes used by skilful and less skilful EFL graduate students in conducting Reflective writing. Data were collected from two (2) female graduate students through think-aloud, observation, retrospective, and semi-structured interviews. The result showed the significance of integrating a focus on an effective writing process/sub-process in academic writing and encouraging students to practice Reflective writing in multiple contexts by reading extensively when writing reflection.
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