Reflective thinking in an EFL Writing course: To what level do portfolios improve reflection in writing?

Abstract

As a part of a larger research project, the present study investigated the role of portfolios in enhancing different levels of reflection in English as a Foreign Language (EFL) writing. As such, a reflection on writing questionnaire (RWQ) was given to the participants to assess their level of reflection in EFL writing. Overall, 69 university students as members of control and experimental groups participated in the present study. To consolidate the findings, the essays produced by both groups were also evaluated, and through a coding scheme, different levels of reflection were identified. Additionally, a semi-structured interview was conducted and the themes extracted from the essays were categorized by 4Rs model of reflective thinking. The results of the questionnaire revealed that among the subscales of reflection, understanding, and reflection of the experimental group improved but the treatment did not result in a significant effect on EFL learners’ critical reflection. The findings are presented with recommendations for incorporating portfolio writing in EFL courses to promote EFL writes’ reflection on writing.