Third-year English majors at Capital Normal University were given weekly assignments and were asked to reflect upon their performances by writing journals. The journal entries were coded for the identification of refl...Third-year English majors at Capital Normal University were given weekly assignments and were asked to reflect upon their performances by writing journals. The journal entries were coded for the identification of reflective thinking and strategic knowledge. Data collected from this qualitative research suggests that use of reflective journals increased the students' level of reflection and raised their metacognitive awareness of language learning. Results of this study support the argument that well-adjusted classroom reflective activities help the students achieve greater success in their second language learning.展开更多
文摘Third-year English majors at Capital Normal University were given weekly assignments and were asked to reflect upon their performances by writing journals. The journal entries were coded for the identification of reflective thinking and strategic knowledge. Data collected from this qualitative research suggests that use of reflective journals increased the students' level of reflection and raised their metacognitive awareness of language learning. Results of this study support the argument that well-adjusted classroom reflective activities help the students achieve greater success in their second language learning.
