대학생 EFL 학습자의 문법이해 및 정의적 영역에 대한 성찰일지 작성의 영향
The effects of reflective journal writing on grammar learning and affective factors among college EFL learners
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In contemporary learner-centered approaches, students are encouraged to become self-regulated and reflective thinkers. Reflective journal writing has been recognized as a particularly effective tool for fostering such reflection in English education. This study explores the effects of reflective journals on EFL learners’ grammatical understanding and affective development in a college English course. Twenty-four students in the experimental group wrote ten weekly reflective journals following class sessions, while twelve students in the control group did not engage in journaling. Academic achievement was measured by comparing pre- and post-test grammar scores, and affective changes were examined through paired samples t-tests focusing on participation, interest, confidence, and anxiety. In addition, learners’ perceptions of journal writing were analyzed qualitatively to capture their voices and experiences. The findings indicate that while both groups improved in grammar scores, only the experimental group achieved statistically significant gains in grammatical understanding. Moreover, the experimental group demonstrated significant positive changes in all affective domains, showing higher participation, stronger interest, greater confidence, and lower anxiety. Qualitative data further confirmed that reflective journaling encouraged learners to engage more actively with course content and monitor their own progress. These results highlight the pedagogical potential of reflective journals in promoting both linguistic achievement and affective growth in EFL contexts.
Abstract
In contemporary learner-centered approaches, students are encouraged to become self-regulated and reflective thinkers. Reflective journal writing has been recognized as a particularly effective tool for fostering such reflection in English education. This study explores the effects of reflective journals on EFL learners’ grammatical understanding and affective development in a college English course. Twenty-four students in the experimental group wrote ten weekly reflective journals following class sessions, while twelve students in the control group did not engage in journaling. Academic achievement was measured by comparing pre- and post-test grammar scores, and affective changes were examined through paired samples t-tests focusing on participation, interest, confidence, and anxiety. In addition, learners’ perceptions of journal writing were analyzed qualitatively to capture their voices and experiences. The findings indicate that while both groups improved in grammar scores, only the experimental group achieved statistically significant gains in grammatical understanding. Moreover, the experimental group demonstrated significant positive changes in all affective domains, showing higher participation, stronger interest, greater confidence, and lower anxiety. Qualitative data further confirmed that reflective journaling encouraged learners to engage more actively with course content and monitor their own progress. These results highlight the pedagogical potential of reflective journals in promoting both linguistic achievement and affective growth in EFL contexts.