Writing to Learn: Reflective Writing as an Educational Method for Saudi EFL Students

Abstract

This study explores the implications of training English as a Foreign Language (EFL) students in reflective writing and its impact on their writing ability. Reflective writing refers to critical analysis of an experience, recording its impact on the self, and planning the use of the newly gained knowledge. The study was conducted with 28 EFL students at a Saudi university with half of them exposed to reflective writing techniques and writing output compared in the pre-post-test design. Results showed that students in the experimental group performed noticeably better on their writing assignments showing that reflective writing holds much promise as an instructional technique for enhancing EFL students' writing abilities. The study also found that the experimental group's attitude toward writing had improved as the intervention not only improved their writing abilities but also, helped them develop a more favorable attitude toward the writing process. Finally, it is reported that no correlation was found between students' attitudes and achievement in post experiment. The study emphasizes the need of reflective writing in the EFL setting on the premise that including these techniques in the writing curriculum would likely enhance students’ writing in English.