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Abstract
Reflection plays an important role in language learning. Through reflection, students are encouraged to learn how to learn to acquire deeper learning. This study investigates students’ perceptions of digital reflective journals as a means of reflective practice in their ESP classroom. This study involved 45 students who enrolled in a Business English class where they were required to write reflective journals digitally at the end of the teaching and learning process. This study used questionnaires and semi-structured interviews as the instruments to collect the data. The quantitative data from the questionnaire were analysed with the assistance of SPSS to examine the frequency of students’ responses to each statement listed on the questionnaire. Meanwhile, the qualitative data from semi-structured interviews were analysed through the steps of data condensation, data display, and conclusion. The findings of this study revealed that students admitted to the beneficial roles of digital reflective journals. It helped them raise their self-awareness, and develop their critical and problem-solving skills. Besides, they also assumed that writing reflective journals digitally was more convenient because it offered ease of access and flexibility. Therefore, digital reflective journals can serve as valuable tools to improve the quality of language learning that can be considered to be utilized in language classrooms.
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Copyright (c) 2024 Dea Silvani, Santiana Santiana, Sitti Syakira
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Reflection in Pixels: Scrutinizing Students’ Perspectives on Digital Reflective Journals. (2024). Journal of English Education and Teaching, 8(1), 141–155. https://doi.org/10.33369/jeet.8.1.141-155
References
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Alt, D., Raichel, N., & Naamati-Schneider, L. (2022). Higher education students’ reflective journal writing and lifelong learning skills: insights from an exploratory sequential study. Frontiers in Psychology, 12, 707168. DOI: https://doi.org/10.3389/fpsyg.2021.707168
Baresh, E. F. (2022). Developing Libyan undergraduates’ writing skills through reflective journaling: A critical literature review. Journal of English Language Teaching and Learning, 3(1), 27-35. DOI: https://doi.org/10.33365/jeltl.v3i1.1835
Bolton G. (2014). Reflective practice: Writing and professional development (4th ed). London: SAGE Publications
Fatimah, A. S., & Santiana, S. (2017). Teaching in 21st century: Students-teachers’ perceptions of technology use in the classroom. Script Journal: Journal of Linguistic and English Teaching, 2(2), 125. DOI: DOI: http://dx.doi.org/10.24903/sj.v2i2.132
Fullana, J., Pallisera, M., Colomer, J., Fernández Peña, R., & Pérez-Burriel, M. (2016). Reflective learning in higher education: A qualitative study on students’ perceptions. Studies in Higher Education, 41(6), 1008–1022. DOI: https://doi.org/10.1080/03075079.2014.950563
Henderson, K., Napan, K., & Monteiro, S. (2004). Encouraging reflective learning: An online challenge. In Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (357-364).
Helyer, R. (2015). Learning through reflection: The critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management, 7(1), 15-27. DOI: https://doi.org/10.1108/JWAM-10-2015-003
Helyer, R., & Kay, J. (2015). Building capabilities for your future. In Helyer, R. (Ed.), The Workbased learning student handbook (2nd ed). 31-50. Palgrave.
Johns, C. (2009). Model of structured reflection. John Wiley & Sons.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Lai, T. L., & Land, S. M. (2009). Supporting reflection in online learning environments. Educational media and technology yearbook, 141-154. DOI:10.1007/978-0-387-09675-9_9
Levine, R. B., Kern, D. E., & Wright, S. M. (2008). The impact of prompted narrative writing during internship on reflective practice: a qualitative study. Advances in health sciences education, 13, 723-733. DOI: https://doi.org/10.1007/s10459-007-9079-x
Nicol J, & Dosser I. (2016). Understanding Reflective Practice. Nurs Stand 30(36): 34-42. DOI: http://doi.org/10.7748/ns.30.36.34.s44
Pavlovich, K. (2007). The development of reflective practice through student journals. Higher Education Research and Development, 26 (3), 281–295. DOI: https://doi.org/10.1080/07294360701494302
Pham, V. P. H., Tran, T. T. T., & Nguyen, N. H. V. (2022). The effects of extensive journal writing on the Vietnamese high-school students’ writing accuracy and fluency. Journal of Language and Education, 8(1), 116-129. DOI: https://doi.org/10.17323/jle.2022.12361
Santiana, S., Silvani, D., & Ruslan, R. (2021). Optimizing LMS CANVAS for interactive online learning perceived by the students. Journal of English Education and Teaching, 5(4), 529-543. DOI: https://doi.org/10.33369/jeet.5.4.529-543.
Santiana, S., Faisal, R. F., & Sri, M. (2023). An insight into blog use in EFL reading class. Training, 1(2), 3. DOI: https://doi.org/10.32851/ijebp.v7n1.p132-150.
Van Velzen, J. (2015). Metacognitive learning. New York, NY: Springer International Publishing.
Wahyuningsih, E. (2019). Promoting reflective journal as an approach to enhancing EFL students’ writing skills. CLLiENT (Culture, Literature, Linguistics, and English Teaching), 1(1), 95-110. DOI: https://doi.org/10.32699/cllient.v1i01.669
Widya, T., Fatimah, A. S., & Santiana, S. (2020). Students feedback as a Tool for Reflection: A Narrative Inquiry of an Indonesian pre-service teacher. Tlemc (Teaching and Learning English in Multicultural Contexts), 4(1), 1-11. DOI: https://doi.org/10.37058/tlemc.v4i1.1775
Winitzky, N. (1992). Structure and process in thinking about classroom management: An exploratory study of prospective teachers. Teaching and Teacher Education, 8(1), 1-14. DOI: https://doi.org/10.1016/0742-051X(92)90036-3
Yaffe, E. (2010). The reflective beginner: Using theory and practice to facilitate reflection among newly qualified teachers. Reflective Practice, 11(3), 381-391. DOI: https://doi.org/10.1080/14623943.2010.490070
References
Alt, D., Raichel, N., & Naamati-Schneider, L. (2022). Higher education students’ reflective journal writing and lifelong learning skills: insights from an exploratory sequential study. Frontiers in Psychology, 12, 707168. DOI: https://doi.org/10.3389/fpsyg.2021.707168
Baresh, E. F. (2022). Developing Libyan undergraduates’ writing skills through reflective journaling: A critical literature review. Journal of English Language Teaching and Learning, 3(1), 27-35. DOI: https://doi.org/10.33365/jeltl.v3i1.1835
Bolton G. (2014). Reflective practice: Writing and professional development (4th ed). London: SAGE Publications
Fatimah, A. S., & Santiana, S. (2017). Teaching in 21st century: Students-teachers’ perceptions of technology use in the classroom. Script Journal: Journal of Linguistic and English Teaching, 2(2), 125. DOI: DOI: http://dx.doi.org/10.24903/sj.v2i2.132
Fullana, J., Pallisera, M., Colomer, J., Fernández Peña, R., & Pérez-Burriel, M. (2016). Reflective learning in higher education: A qualitative study on students’ perceptions. Studies in Higher Education, 41(6), 1008–1022. DOI: https://doi.org/10.1080/03075079.2014.950563
Henderson, K., Napan, K., & Monteiro, S. (2004). Encouraging reflective learning: An online challenge. In Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (357-364).
Helyer, R. (2015). Learning through reflection: The critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management, 7(1), 15-27. DOI: https://doi.org/10.1108/JWAM-10-2015-003
Helyer, R., & Kay, J. (2015). Building capabilities for your future. In Helyer, R. (Ed.), The Workbased learning student handbook (2nd ed). 31-50. Palgrave.
Johns, C. (2009). Model of structured reflection. John Wiley & Sons.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Lai, T. L., & Land, S. M. (2009). Supporting reflection in online learning environments. Educational media and technology yearbook, 141-154. DOI:10.1007/978-0-387-09675-9_9
Levine, R. B., Kern, D. E., & Wright, S. M. (2008). The impact of prompted narrative writing during internship on reflective practice: a qualitative study. Advances in health sciences education, 13, 723-733. DOI: https://doi.org/10.1007/s10459-007-9079-x
Nicol J, & Dosser I. (2016). Understanding Reflective Practice. Nurs Stand 30(36): 34-42. DOI: http://doi.org/10.7748/ns.30.36.34.s44
Pavlovich, K. (2007). The development of reflective practice through student journals. Higher Education Research and Development, 26 (3), 281–295. DOI: https://doi.org/10.1080/07294360701494302
Pham, V. P. H., Tran, T. T. T., & Nguyen, N. H. V. (2022). The effects of extensive journal writing on the Vietnamese high-school students’ writing accuracy and fluency. Journal of Language and Education, 8(1), 116-129. DOI: https://doi.org/10.17323/jle.2022.12361
Santiana, S., Silvani, D., & Ruslan, R. (2021). Optimizing LMS CANVAS for interactive online learning perceived by the students. Journal of English Education and Teaching, 5(4), 529-543. DOI: https://doi.org/10.33369/jeet.5.4.529-543.
Santiana, S., Faisal, R. F., & Sri, M. (2023). An insight into blog use in EFL reading class. Training, 1(2), 3. DOI: https://doi.org/10.32851/ijebp.v7n1.p132-150.
Van Velzen, J. (2015). Metacognitive learning. New York, NY: Springer International Publishing.
Wahyuningsih, E. (2019). Promoting reflective journal as an approach to enhancing EFL students’ writing skills. CLLiENT (Culture, Literature, Linguistics, and English Teaching), 1(1), 95-110. DOI: https://doi.org/10.32699/cllient.v1i01.669
Widya, T., Fatimah, A. S., & Santiana, S. (2020). Students feedback as a Tool for Reflection: A Narrative Inquiry of an Indonesian pre-service teacher. Tlemc (Teaching and Learning English in Multicultural Contexts), 4(1), 1-11. DOI: https://doi.org/10.37058/tlemc.v4i1.1775
Winitzky, N. (1992). Structure and process in thinking about classroom management: An exploratory study of prospective teachers. Teaching and Teacher Education, 8(1), 1-14. DOI: https://doi.org/10.1016/0742-051X(92)90036-3
Yaffe, E. (2010). The reflective beginner: Using theory and practice to facilitate reflection among newly qualified teachers. Reflective Practice, 11(3), 381-391. DOI: https://doi.org/10.1080/14623943.2010.490070
Baresh, E. F. (2022). Developing Libyan undergraduates’ writing skills through reflective journaling: A critical literature review. Journal of English Language Teaching and Learning, 3(1), 27-35. DOI: https://doi.org/10.33365/jeltl.v3i1.1835
Bolton G. (2014). Reflective practice: Writing and professional development (4th ed). London: SAGE Publications
Fatimah, A. S., & Santiana, S. (2017). Teaching in 21st century: Students-teachers’ perceptions of technology use in the classroom. Script Journal: Journal of Linguistic and English Teaching, 2(2), 125. DOI: DOI: http://dx.doi.org/10.24903/sj.v2i2.132
Fullana, J., Pallisera, M., Colomer, J., Fernández Peña, R., & Pérez-Burriel, M. (2016). Reflective learning in higher education: A qualitative study on students’ perceptions. Studies in Higher Education, 41(6), 1008–1022. DOI: https://doi.org/10.1080/03075079.2014.950563
Henderson, K., Napan, K., & Monteiro, S. (2004). Encouraging reflective learning: An online challenge. In Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (357-364).
Helyer, R. (2015). Learning through reflection: The critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management, 7(1), 15-27. DOI: https://doi.org/10.1108/JWAM-10-2015-003
Helyer, R., & Kay, J. (2015). Building capabilities for your future. In Helyer, R. (Ed.), The Workbased learning student handbook (2nd ed). 31-50. Palgrave.
Johns, C. (2009). Model of structured reflection. John Wiley & Sons.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Lai, T. L., & Land, S. M. (2009). Supporting reflection in online learning environments. Educational media and technology yearbook, 141-154. DOI:10.1007/978-0-387-09675-9_9
Levine, R. B., Kern, D. E., & Wright, S. M. (2008). The impact of prompted narrative writing during internship on reflective practice: a qualitative study. Advances in health sciences education, 13, 723-733. DOI: https://doi.org/10.1007/s10459-007-9079-x
Nicol J, & Dosser I. (2016). Understanding Reflective Practice. Nurs Stand 30(36): 34-42. DOI: http://doi.org/10.7748/ns.30.36.34.s44
Pavlovich, K. (2007). The development of reflective practice through student journals. Higher Education Research and Development, 26 (3), 281–295. DOI: https://doi.org/10.1080/07294360701494302
Pham, V. P. H., Tran, T. T. T., & Nguyen, N. H. V. (2022). The effects of extensive journal writing on the Vietnamese high-school students’ writing accuracy and fluency. Journal of Language and Education, 8(1), 116-129. DOI: https://doi.org/10.17323/jle.2022.12361
Santiana, S., Silvani, D., & Ruslan, R. (2021). Optimizing LMS CANVAS for interactive online learning perceived by the students. Journal of English Education and Teaching, 5(4), 529-543. DOI: https://doi.org/10.33369/jeet.5.4.529-543.
Santiana, S., Faisal, R. F., & Sri, M. (2023). An insight into blog use in EFL reading class. Training, 1(2), 3. DOI: https://doi.org/10.32851/ijebp.v7n1.p132-150.
Van Velzen, J. (2015). Metacognitive learning. New York, NY: Springer International Publishing.
Wahyuningsih, E. (2019). Promoting reflective journal as an approach to enhancing EFL students’ writing skills. CLLiENT (Culture, Literature, Linguistics, and English Teaching), 1(1), 95-110. DOI: https://doi.org/10.32699/cllient.v1i01.669
Widya, T., Fatimah, A. S., & Santiana, S. (2020). Students feedback as a Tool for Reflection: A Narrative Inquiry of an Indonesian pre-service teacher. Tlemc (Teaching and Learning English in Multicultural Contexts), 4(1), 1-11. DOI: https://doi.org/10.37058/tlemc.v4i1.1775
Winitzky, N. (1992). Structure and process in thinking about classroom management: An exploratory study of prospective teachers. Teaching and Teacher Education, 8(1), 1-14. DOI: https://doi.org/10.1016/0742-051X(92)90036-3
Yaffe, E. (2010). The reflective beginner: Using theory and practice to facilitate reflection among newly qualified teachers. Reflective Practice, 11(3), 381-391. DOI: https://doi.org/10.1080/14623943.2010.490070