Reflective Journals Research Articles

The impact of reflective teaching on EFL learners through implicit and explicit pragmatic competence instructions

ABSTRACT Although reflective teaching and pragmatic competence have been studied, their intersection in an EFL context remains underexplored. This study examines the impact of reflective teaching on Iranian EFL learners through implicit and explicit pragmatic competence instructions. One hundred and twenty Iranian EFL learners participated in this quasi-experimental study, facilitated by experienced English teachers familiar with reflective teaching and pragmatic instruction techniques. The Nelson proficiency test, a pragmatic test, and reflective diaries were employed to assess learners’ homogeneity, pragmatic competence, and teaching practices. Participants were divided into two experimental groups and two control groups. Experimental groups received reflective teaching alongside explicit or implicit pragmatic instructions, while control groups received only pragmatic instructions. Data were analyzed using paired and independent sample t-tests. Results revealed that reflective teaching, especially when combined with explicit instruction, significantly enhanced learners’ pragmatic competence compared to non-reflective teaching. This study has significant practical implications for educators, including teachers, curriculum developers, instructional coordinators, policymakers, and language practitioners, in overcoming teaching challenges effectively. By aligning reflective teaching with pragmatic instruction, educators can address teaching challenges more effectively, potentially reducing the need for extensive modifications to teaching materials and methods..

Developing Intercultural Competence Through Short-Term Exchange Programs in Southeast Asia: Insights from Vietnamese Students

ABSTRACT This study investigates intercultural competence development in Vietnamese students during short-term exchanges in Southeast Asia. It examines the challenges faced, strategies used to overcome them, and their impact on students’ cultural perceptions and competencies. Using reflective journals and interviews with 19 undergraduates from Vietnam, the research documents their experiences in Thailand, Malaysia, and the Philippines. Despite struggles with adjusting to new cultural norms, homesickness, and language barriers, strategies like cultural immersion, support networks, and proactive communication are employed, enhancing personal growth and cultural understanding. The findings advocate for comprehensive support in exchange programs and contribute to the discourse on international education and intercultural competence, particularly in Southeast Asia.

Problematizing and reexamining the notion of taking another introductory-level language class at college

Abstract Existing literature shows that discrepancies between the expectations of students and language instructors might discourage high school students from progressing in their language learning at college. This study aims to address such discrepancies by examining students who studied Chinese in high school but were still taking an introductory-level language course at college, with the intention of declaring a minor or major in Chinese Studies at a Midwestern university in the United States. Drawing on the concept of identity and investment, a qualitative research method was employed to address the time- and context-sensitive nature of identity and investment. Data were collected from interviews and reflection journals to reveal their investment in Chinese language learning and how they coalesced their identities as Chinese language learners in high school and college. Findings show that they firmly fought against the stereotypical assumption that taking another introductory-level class at college was for an easy A, as current world language education policy and implementation rendered them voiceless in the top-down implementation process. This present study provides new insights into the connections between investment and articulation in world language education, and invites stakeholders to reevaluate the predominant emphasis placed on language proficiency in foreign language research and education.

Rethinking the Andragogical Effectiveness of Discussion Boards in an MBA Program

ABSTRACT This paper critically examines the andragogical effectiveness of discussion boards within an MBA program, focusing on whether alternative methods could yield superior educational outcomes. Traditional online discussion boards, despite being a mainstay in asynchronous distance education, have come under scrutiny for their potential limitations in facilitating deep, meaningful student interactions. Through a quasi-experimental study involving MBA students, this research explores the implementation of a reflective journaling approach, incorporating elements like distributed practice and recall activities as an alternative to conventional discussion boards. The study employs Michael G. Moore’s Theory of Transactional Distance as a theoretical framework to assess learning outcomes. Initial results from the innovative andragogical approach suggest a moderate effect size, indicating a potential improvement in learning outcomes compared to traditional discussion board use, although statistical significance was not reached. The findings prompt a reevaluation of interaction techniques in online education, suggesting that integrating reflective practices could enhance the quality of student learning and engagement.

Pre-service teachers’ experiences of an activist approach in a health and physical education teacher education context

In the past four decades, health and physical education teacher education (HPETE) research has grown, emphasising social justice and activist approaches as a way to challenge the status quo of systems of oppression, including capitalism, imperialism, patriarchy, racism, LGBTQI+ phobia, and ableism. Despite a wealth of research on social justice and activist approaches in HPETE, there is a notable gap in understanding the outcomes for pre-service teachers (PSTs), necessitating further exploration into the impact and effectiveness of these approaches. This study aimed to explore PSTs’ experiences of an activist approach in an HPETE context. Participants included a teacher educator/researcher and 65 PSTs who experienced the activist approach within their HPETE program while working with school students. Data were collected from: (a) field notes from the teacher educator; (b) reflective diaries from the PSTs; (c) focus groups with the PSTs; and (d) artefacts from the PSTs. Findings were discussed under three themes highlighting the experiences of PSTs engaging with an activist approach in an HPETE program. First, the study underscored how PSTs understood and valued students’ voices and embraced a student-centred approach. Second, PSTs emphasised the pivotal role of building relationships and creating safe spaces within the health and physical education environment. Third, the findings underscored how PSTs understood the messiness in teaching and the need to understand students’ needs in experiencing the activist approach. By investigating PSTs’ encounters with the activist approach, the study provided insights into its effectiveness in enhancing PSTs’ learnings and informing their pedagogical practices.

Fostering Emotional Intelligence in Language Learners

This study explores the impact of integrating emotional intelligence (EI) strategies into ESL teaching to enhance student engagement, cultural sensitivity, and emotional resilience. Conducted in a multicultural classroom with intermediate to upper-intermediate learners, the study implemented role-playing for empathy, group activities for collaboration, reflection journals for self-awareness, and conflict resolution exercises to foster interpersonal skills. Results indicated significant improvements in student participation, emotional regulation, and confidence, as well as a stronger classroom sense of inclusion and support. Student feedback and self-assessment data revealed increased comfort with self-expression and collaboration, emphasizing the value of EI in reducing language anxiety and encouraging risk-taking in language use. The findings underscore the broader benefits of EI-focused approaches, suggesting that these methods not only support linguistic development but also prepare students for cross-cultural communication and social adaptability. This study recommends that ESL educators adopt EI strategies to create emotionally supportive, inclusive learning environments.

DIGITAL STORYTELLING IN THE MIDDLE SCHOOL: STUDENTS’ PERCEPTION AND ACADEMIC PERSPECTIVES

Digital storytelling (J. Lambert) is an interdisciplinary tool that helps teachers to personalize educational process and students to acquire learning material better, improve st century skills and develop agency. It implies narratives and animated presentations of ideas, created by students with the use of computer-based tools. The work on a digital story improves students’ computational thinking skills and multimodal literacy, associated with visual perception, understanding and responding to digital and multimedia texts. In order to study learning potential and students’ perception of such educational technology the research was conducted by The Center for Interdisciplinary Research on Contemporary Childhood in March, . It was completed on the basis of School № in Kashira within the government assignment «Development of technology for overcoming adolescent risks: school theater based on role-playing experimentation».  adolescents took part in  lessons in Fine Arts. After reading “Letters about the good and beautiful” by Dmitriy Likhachev, they fi gured out the appropriate statements to develop them into digital stories of moral choice. Having sketched the plots of their stories in pencil, the schoolers worked on animated fi lms in stop-motion technique. That work included drawing scenery and characters, taking and editing photos, processing photos into short animated fi lms, adding sound and subtitles. Adolescents completed  digital stories. Due to their  refl ective journals, fi lled in the form of open-ended questions, they mostly experienced interest, pleasure and fun at the lessons. Adolescents wrote that they learned to work in teams, be attentive to others and overcome interaction challenges. They found diffi cult to come up with visual metaphors and story plots, but all their new skills might be practical for other school projects. To conclude, digital storytelling may be incorporated into the curriculum to update and enhance studying as well as bridge Literature, IT and Fine Arts together.

Longitudinal interactions of L2 learners’ motivations and strategic behavior in strategies-based writing instruction

Abstract Strategic behavior for self-regulated learning (SRL) is crucial for academic success in L2 writing. Yet little is known about how learners’ motivation-related factors develop as their strategic behavior progresses during classroom instruction in L2 writing contexts. Informed by SRL theory, this longitudinal case study adopted multiple assessment approaches to explicating the development trajectories of two Chinese L2 writers’ motivational factors relating to expectancy, value, and goal orientation (i.e., self-efficacy, task value, and goal orientations) and strategic behavior in the classroom ecology of self-regulation strategies-based instruction. Participants were one high-proficiency writer and one low-proficiency writer who were enrolled in the self-regulation strategies-based writing course. They voluntarily participated in this study and completed semi-structured interviews and reflective journals at the beginning (T1), the middle (T2), and the end of the instruction (T3). Field notes were used to complement the primary data sources. The qualitative analyses revealed both students’ limited understanding of SRL strategies at the initial stage. Their strategic behavior progressed with the social and metacognitive scaffolding at T2, but only the high-proficiency writer sustained active engagement at T3. With different goal orientations and linguistic self-efficacy at the initial stage, both students reported noticeable increases in their intrinsic goal orientation, task value, and self-efficacy in classroom performance at T2 and T3. Their motivational states were also affected by linguistic proficiency, metacognitive scaffolding, and social interactions during the instruction. This study is expected to provide insights into how L2 writers’ strategic behavior progresses with their changes in motivations.

Merging Self-Regulatory Strategies with GTA Pedagogical Practices: Enhancing Student Autonomy and Engagement

Graduate Teaching Assistants (GTAs) play a dual role in higher education, balancing their research responsibilities with teaching duties. This dual identity provides a unique vantage point for GTAs to implement innovative teaching practices that encourage students to utilize self-regulated learning (SRL) strategies. This paper explores how GTAs can adopt teaching practices centered on promoting SRL among students. Drawing on data from focus groups and surveys conducted with five GTAs, the study identifies key techniques—such as reflective journals, peer assessments, and technology-enhanced learning tools—that GTAs can incorporate into their teaching. The intervention was conducted over one semester in an English proficiency course tailored for students with low English proficiency. Findings indicate that these strategies not only enhance student engagement and motivation but also improve critical thinking and problem-solving skills. The paper underscores the positive impact of SRL on student learning outcomes and discusses how GTAs can effectively integrate and promote these strategies in their pedagogical practices.

EFL teachers learning to translanguage through loop input: implications for their identity-reconstruction

While numerous training models aim to empower teachers by positioning them as active participants with agency and freedom, they often fall short in providing opportunities for training that seamlessly incorporates both the participants’ own language and English. In this study, we used loop input (process and content aligned) in two languages that exacerbate the process of translanguaging. Loop input involved learning to translanguage by translanguaging. The study was conducted in Türkiye with 12 in-service English as a Foreign language (EFL) teachers. Data were gathered via semi-structured interviews, reflective journals, and in-class observations. Findings showed that loop input-modelled training, due to its reflection and awareness-raising orientations, contributes to in-service EFL teachers’ (INSETs) identity reconstruction in complex manners at the intersection of translanguaging-influenced identities: self-reflective critical teacher, student engagement-oriented teacher, and translanguaging-facilitating teacher. We argue that loop input-modelled translanguaging-embedded training could be a proper model to introduce translanguaging pedagogy.

Pre-service teachers’ changing beliefs in a digital humanity course: Three cases of ELT teachers

While a number of studies focused on pre-service teachers’ belief change in teacher education programs, the process of English Language Teaching (ELT) pre-service teachers’ belief change on technology integration remains underexplored. Adopting Cabaroglu and Roberts (2000)’s framework, this study investigated the process of belief change among three ELT pre-service teachers in a digital humanity course in a teacher education program in the US. The data were collected from interviews, the “story of self” of the participants, bi-weekly reflective journals, end-of-the semester reflection papers, and lesson plans. The study revealed that student teachers’ beliefs experienced different processes of change during the course, including awareness and realization, confirmation and consolidation, elaboration and polishing, addition, disagreement, and reversal. The paper provides a new understanding of the benefit of a digital humanity course with a technology integration focus in a teacher education program, which could exert a significant effect on affecting pre-service teachers’ beliefs on technology integration.

From reflective practice to communicative interaction: a case study on the use of blogs by student teachers

Abstract This case study examines the use and possibilities of blogging as reflective practice journals by student teachers during their practicum. The blog serves as a tool for the construction of their teacher identity through the encouragement of daily reflection on school experiences. The study investigates how the blog, as a digital tool, facilitates peer interaction, reflective thinking, and collaborative knowledge construction. Conducted with participants from primary and secondary education programs at the University of Valencia the research employs a qualitative, instrumental case study methodology. The researcher acted as the teacher-tutor of the internships and students shared their impressions by sharing their experiences within the group. Findings suggest that blogs function as effective platforms for fostering reflective writing, enhancing peer support, and promoting collaborative knowledge construction, ultimately contributing to the development of professional identity among student teachers. Self-censorship is identified as the main limitation, especially when sharing perceived shortcomings in the school system and teaching practice. The study concludes that the blog provides an interactive space that enriches personal writing expression and collaborative learning, highlighting also their value in teacher education.

Unveiling the Dynamics: A Mixed-Methods Exploration of the Interplay Between Foreign Language Enjoyment, Risk-Taking, and Oral Corrective Feedback Preferences in English as a Foreign Language Classrooms

This exploratory mixed-methods study examined the relationships between foreign language enjoyment (FLE), risk-taking (RT), and oral corrective feedback (OCF) preferences among learners of English as a foreign language (EFL). Employing a triangulated research design, the study integrated quantitative data from a structured online questionnaire with qualitative insights from semi-structured interviews and reflective journals. The sample consisted of 523 Saudi students enrolled in a one-year preparatory program at a major public university in Saudi Arabia. The findings indicated a significant positive correlation between FLE and RT, which suggested that greater enjoyment in language learning was associated with increased willingness to engage in linguistic RT. The results also showed that the learners had moderate preferences for all types of OCF, with no single predominant method. Additionally, the study revealed that the learners’ preferences for specific types of OCF significantly influenced both their enjoyment and RT behavior. Gender differences were observed not only in FLE and RT but also in the OCF preferences, with the female learners exhibiting a stronger inclination toward interactive and participatory feedback forms. Furthermore, the study underscored the significant impact of FLE on English language proficiency, thereby affirming that greater enjoyment correlated with higher exam scores. The study offers pedagogical recommendations derived from its findings aimed at improving both the experience and outcomes of language learning. Received: 30 May 2024 / Accepted: 31 August 2024 / Published: 05 November 2024

Overcoming the Challenges of Including Learners with Visual Impairments Through Teacher Collaborations

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground the ways in which the teacher participants relied on teacher collaborations to overcome some of the challenges they faced as a result of limited resource provisions in schools in this country. We implemented an instrumental case study design and followed the approach of participatory reflection and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the field of visual impairment were involved. For data generation and documentation, we utilised PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques, field notes, and reflective journals. The findings of our research confirm that full-service schools face distinct challenges regarding limited resources as well as teachers that are inexperienced to accommodate learners with visual impairments. Even though the teachers in our study were initially reluctant to implement inclusive education practices, their collaboration with fellow teachers and other informed stakeholders enabled them to address some of the challenges they experienced and implement inclusive practices. They subsequently formed a team and learnt from one another to facilitate positive changes through the implementation of inclusive practices, thereby following a socio-ecological approach to inclusive practices in full-service schools in South Africa.

From problem-crumbling to innovation: The design of a comprehensive professional development training programme to enhance creative competence among TEFL educators

This paper explores creativity in English language teaching through a multiple-case study action research-based continuous professional development (CPD) training programme. It introduces a professional creativity framework for EFL teachers, fostering pedagogical innovation through a blended course delivery. The study, involving seven EFL (English as a Foreign language) teachers, employs a triangulation of methods and data sources, including action research, surveys, Think Aloud Protocol (TAP), reflective diaries, and semi-structured interviews. The research sample consists of primary and secondary EFL teachers. The CPD training integrates creativity into English lessons, enhancing professional creativity for EFL teachers. The findings shed light on the relationship between professional development and creative endeavours, highlighting the need for interventions to boost self-awareness and self-efficacy among TEFL teachers. The study underlines the significance of individual and group tasks, reflective practice, and technology-enabled communities of practice. Additionally, it offers a descriptive overview of diverse TEFL teacher creativity profiles, contributing to understanding this specific creativity domain and suggesting avenues for future research.

I reflect, therefore I am!, Exploring the use of a Voluntary Online Reflective Journal as a learning tool among postgraduate dental students.

Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose; for example, in completing e-portfolios or dealing with critical incidences. This study explores the use of optional online journals that Postgraduate (PG) dental students were encouraged to use as part of their own development. To explore how PG dental students perceive the use of optional online journals. Data were collected via an anonymous questionnaire that included a word pool, Likert-scale statements and free text comment sections. Overall, 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal, with 58% selecting 'connecting with tutors' and 41% selecting 'keeping track' of their own learning and progress. The word 'reflection' was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as 'added pressure', and 41% felt it was 'extra work' as the journal, although voluntary, presented an added task to complete. All students made at least one entry in the online journal. The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.

PBL 교육과정에서 학습자의 성취 수준에 따른 학습몰입 특성: 성찰일지의 코퍼스 기반 분석

Objectives The study aims to analyze the learning engagement characteristics based on learners' achievement levels in a Project-Based Learning (PBL) curriculum. Through a corpus-based analysis of reflective journals, the research seeks to objectively evaluate and differentiate the emotional, behavioral, and cognitive engagement types of learners. Methods This research employed a corpus-based linguistic approach to analyze the reflective journals of learners from a PBL course. A total of 24 students from C University participated, divided into high-achieving and low-ach-ieving groups. The reflective journals, collected over nine weeks, were analyzed using the AntConc program to ex-tract keywords representing emotional, behavioral, and cognitive engagement. Statistical analyses, including One-Way ANOVA and independent samples t-test, were conducted to determine the differences in engagement types within and between the groups. Results The analysis revealed distinct differences in engagement characteristics between high-achieving and low-achieving learners. High-achieving learners exhibited higher levels of emotional, behavioral, and cognitive engagement, reflected in a greater frequency of keywords related to these dimensions. The differences were statistically significant, highlighting the need for differentiated instructional strategies to cater to varying learner needs. Conclusions The findings emphasize the importance of tailoring educational strategies to the individual needs of learners based on their engagement patterns. This approach can enhance the effectiveness of PBL by fostering deeper and more meaningful learning experiences. The study contributes to the development of targeted teaching methods that support both high-achieving and low-achieving students, ultimately improving overall learning outcomes.

Multilingual Realities and English Teacher Construction in Indonesian Pesantren: A Narrative Inquiry

This study aimed to explore the construction of English teacher identity within the multilingual and religiously oriented environment of Indonesian pesantren through a narrative inquiry approach. Applying narrative inquiry, the study examined how teachers negotiate their religious and professional identities while balancing multiple language ideologies embodied in this educational context. Data were collected through in-depth semi-structured interviews and reflective journals, providing rich narratives of teachers' experiences, challenges, and strategies in navigating their roles. Three key themes emerged: balancing language ideologies, the interplay between religious and professional identities, and multilingual practices in the classroom. The findings reveal the dynamic, context-responsive nature of teacher identity development within pesantren, highlighting how educators align religious values with pedagogical goals. This study addresses a critical gap by focusing on identity formation in faith-based multilingual education settings, offering new insights beyond secular or formal institutions. The implications contribute to broader discussions on teacher identity, multilingual education, and the intersection of language, religion, and teaching practices.

The Perceived Improvement in Learning Competencies of Low-achieving College Students through Participation in a Board Game Design and Development Process

The purpose of this study is to examine the extent to which low-achieving college students perceive an improvement in their learning competencies through their experience of participating in the design and development processes of a board games. The research questions are as follows. First, what learning competencies do low-achieving college students perceive to have improved through the board game design and development process? Second, what are the relationships between the keywords of the learning competencies that low-achieving college students perceive to have improved through the board game design and development process? For this study, reflective journals from 97 low-achieving college students who participated in the board game design and development process were analyzed. Specifically, keywords related to the learning competency improvement were derived, and the relationships between these keywords were analyzed. The findings are as follows First, low-achieving college students perceived that their collaboration skills improved the most through the experience of participating in the board game design and development process, followed by problem-solving skills, communication skills, learning transfer, and interaction skills. Second, the keywords related to learning competency improvement perceived by low-achieving college students were found to be significantly interconnected. Collaboration skills were strongly linked to problem-solving skills, communication skills, learning transfer, creativity, and interaction. Problem-solving skills were closely connected to experience of success and creativity. The results of this study provide valuable insights for designing and implementing tailored programs aimed at enhancing the learning competencies of low-achieving college students.

메타버스와 인공지능을 반영한 최신 음악교육매체 기반예비교사 교육과정 적용 및 경험 탐색

The study aims to examine experiences and draw implications by designing and applying a pre-service teacher curriculum based on the latest media in music education that reflects of the metaverse and artificial intelligence. Using backward design as stage, 15-session curriculum was planned, and appropriate media were selected for each session. To analyze the experience of pre-service teachers, the survey was planned with 8 TPACK questions of technological pedagogical content knowledge and 9 questions of instructional self-efficacy, and the subjective experience was closely examined by analyzing reflective journals, performance tasks, observation diaries, and learning management systems (LMS). As a result, a significant increase in the mean TPACK scores of pre-service teachers was observed. Observations indicated that tailored learning tools could be developed using media functions, and media-based instruction methods were effectively recognized. Descriptive analysis of the self-efficacy survey revealed high average scores, particularly in 'motivation' and 'instruction planning suitable for social flow,' while 'strategies for underachievement' showed relatively low scores. To improve the media-based curriculum: First, media-based curricula should be implemented considering the various levels of prospective teachers and should have sufficient time. Second, suitable media must be selected in elementary classrooms, considering student differences, and a curriculum addressing underachievement is needed. Third, a stable digital environment should be ensured through regular checks of equipment, with additional support for headsets during sound editing. This study hopes to help pre-service teachers enhance their technological pedagogical content knowledge and develop media-based music education for the digital age.