A study on the influence of reflective journals as a learning tool on writing skills among high school students

Abstract

This research paper investigated the impact of reflective journals as a learning tool among high school students using a mixed-method approach. Quantitative data from pre-test and post-test writing tasks based on the English Test KET assessed students' writing proficiency, while qualitative insights from semi-structured interviews provided perspectives on reflective journal use. The study employed a convenience sampling method and implemented reflective journals over six weeks. The results showed that reflective journals significantly improved writing, particularly in content and organization writing components. However, the study also identified limitations in language proficiency development and student concerns regarding time management, language skills, and expressing emotions. Strategies like prompts, deadlines, and guided emotional expression were suggested to address these challenges.