This study aimed to explore and document language teachers' beliefs and perceptions of journal writing as a tool for improving their practice and enhancing their professional growth. The significance of reflective journals in improving professional practice has been widely reported in pre-service teacher education research. However, research on…

This study was conducted to examine Thai EFL graduate students' perceptions towards reflective dialogue journal writing (RDJW), their writing fluency as well as self-awareness of their own English language learning and writing development. Thirty-four Thai graduate students aged 23 to 39 were required to carry out the RDJW task for 13 weeks -- one…

The benefits of peer facilitation on the development of students' skills in various fields have been widely discussed. However, we know very little about how teachers could draw on peer facilitation to improve pedagogical designs. This study aimed to investigate the influence of peer facilitation carried out in a tertiary EFL (English as a Foreign…

Preservice teachers need to be prepared to meet the diverse linguistic and cultural needs of their students in terms of both their content and language learning. One way they can support multilingual students is using students' home language in the classroom, regardless of whether the preservice teacher speaks the language or not. Biliteracy and…

Studies into reflective thinking in education have proposed a link between reflection and transformative learning. It is thus important for classroom practitioners to be able to identify whether students are reflecting on the subject matter of an academic course that they are undertaking. To this end, reflective journals can provide valuable…

For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to…

This study explored EFL teachers' perceptions of two popular reflection approaches, namely teaching journal and peer observation. The participants consisted of two cohorts of 10 and 11 EFL teachers who attended separate practicum courses in two consecutive years. Each participant was required to submit five teaching journals and five observation…

At least one element of second language teacher education (L2TE) permeates contextual differences: reflection. Farrell (2012) suggests that the terms "reflection" and "reflective practice" are now mandatory terms used within in L2TE program curricula. Teacher learners (TLs) commonly engage in reflective assignments such as…

This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions' effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered…

The study examined the extent to which Iranian EFL teachers were familiar with reflective journal writing (RJW), the possible contribution of a consciousness-raising interactive workshop to the participants' individual and collective journal writing, and their perception of the barriers to RJW. The study enjoyed a qualitative design employing…

This documentary study analyses the levels of reflection in the reflective journals written by 59 ELT student teachers from a Turkish university upon their experiences at practice schools. During the practicum, each student teacher wrote four reflective journals on pre-determined topics for observation. The foci of journals were on the lesson…

Practicum in pre-service teacher education offers ample opportunities for developing a practical conception of teaching and learning. Yet it may also promote further worry for pre-service teachers if not sufficiently resourced and carefully structured. The present study intended to delve into pre-service teachers' perceptions of practicum…

This article explores the findings of a qualitative case study of journal entries by 10 final-year English pre-service teachers during their five-week practicum in disadvantaged schools in South Africa's Gauteng province. The study sought to investigate the nature and depth of reflection as well as student teachers' perceptions regarding the…

This paper reports on the findings of a qualitative narrative study. Its aim was to analyze what student-teachers' narratives unveiled about the construction of their identity as language learners, and the connections made with being future in-service teachers. This study, which was carried out with undergraduate students from a public university…

The purpose of the study reported in this paper was to examine the effects of reflective journals on students' learning, how they foster students' growth mindset, and the students' own perceptions of the journaling process. To this end, 15 students enrolled in an introduction to nutrition course participated in writing reflective journals about…