The Effectiveness of Reflective Learning through Semi-structured Reflection Writing in Reading Performance and Metacognitive Awareness of Iranian EFL Learners

Subject Areas :

Neda Karami ¹ , Esmat Babaii ² , parisa daftarifard ³

1 - PhD Candidate, Department of Foreign Languages, South Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Kharazmi University
3 - Islamic Azad University, South Tehran Branch

Received: 2020-03-31 Accepted : 2020-11-10 Published : 2022-02-05

Keywords: Reflective learning, reading performance, metacognitive awareness, self-regulation,

Abstract :

Reflective learning includes learning through reflection and representing the learning process mainly through the medium of writing. This study investigated the effectiveness of reflective learning process in Iranian EFL learners’ reading performance and enhancing their metacognitive awareness as one of the main benefits of reflective learning acknowledged in the literature. Participants of the study were 63 high school students assigned to experimental and control groups. A reading comprehension test and Persian version of Metacognitive Awareness Inventory (MAI) were administered at pretest and posttest. A semi-structured reflection sheet was introduced to the experimental group learners to guide their reflections. Independent samples t-test showed significant differences between the experimental and control groups’ reading ability and overall metacognitive awareness. Among the metacognitive awareness components, MANOVA showed significant differences in regulation of cognition and three of its subcomponents. There was no significant difference in knowledge of cognition but two of its subcomponents indicated significant differences. Qualitative analysis of the reflections indicated the learners’ perceptions of the reflective learning’s effectiveness in terms of metacognitive awareness for enhancing reading performance. Reflective learning created a situation for the participants’ engagement through writing about their learning and pacing it. They could assess themselves regularly, monitor their learning, manifest their perception, and deal more with their needs, strengths and weaknesses. They reflected their problems and tried to find solutions for them. It gave the teacher awareness of the learners’ needs to meet them and provide them with appropriate feedback.

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