Reflective Learning Logs in the Junior High School Classroom

Abstract

One of the most common foundational definitions of learner autonomy is “the capacity to take control over one’s own learning” (Benson, 2013, p. 2), and reflection is often mentioned together with this term in several language learning contexts. Moon (2013) describes reflection as “a process of re-organizing knowledge emotional orientations in order to achieve further insights”, and this reflective process plays an important role in fostering autonomy. Benson (2013) argues that reflection is a key psychological component of autonomy and plays integral part in fostering learner autonomy. Through reflection, learners can recognize the connection between the strategies they use in their learning and the outcomes they get as a result of their learning. This recognition enables learners to see their learning objectively and such an objective view leads them to make adjustment to their learning, and eventually take control over their own learning. Kohen (1992) also mentioned the importance of reflection on learning, stating that conscious reflection on learning experiences makes it possible to increase one’s awareness of learning, which can be regarded as an important key to the development of autonomous learning. Benson argues further that writing a journal is useful tools for reflection. Litzler (2017) also mentioned that in a number of different learning contexts diaries or journals have been used as a useful tools for reflection. In this paper, I would like to report on an implementation of reflective diaries in my junior high school lessons in order to promote learner autonomy.