Role of self-reflection in english language learning among EFL students in a Private University

Abstract

This study aimed to identify students’ perception towards reflective practice and to investigate the relationship between English Language Learning, Daily Practice, and Personal Development. The researchers attempted to describe the role of self-reflection in language learning to identify solutions to low English language proficiency among EFL learners. The study adopted a survey research design with the use of an adapted survey instrument. There were 91 UCSI University ELEP students who have been chosen to participate in this study. The sampling strategy used in this study was simple random sampling. The results revealed that most students have a positive perception of reflective practice and there is no gender and English language proficiency difference in the perception of reflection. Daily Practice has a significant moderate positive relation with English Learning. Daily Practice has a significant moderate positive relation with Personal Development. Personal Development has significant weak relation with English Learning. The importance of reflective practice should be noticed by educational policymakers and instructors. They may need to consider adding more reflection into their teaching curriculum and teaching syllabus with proper guidance. Daily Practice tools such as video recording and writing reflective journals may facilitate students to practice reflection better.