SELF-REFLECTING JOURNALS AS A METACOGNITIVE TOOL TO ENCOURAGE GREATER LEARNER AUTONOMY – ON THE EXAMPLE OF EAP STUDENTS
SELF-REFLECTING JOURNALS AS A METACOGNITIVE TOOL TO ENCOURAGE GREATER LEARNER AUTONOMY – ON THE EXAMPLE OF EAP STUDENTS

Summary/Abstract: This article focuses on the use of self-reflective journaling as a meta-cognitive tool for enhancing the learner’s autonomy in pre-sessional English for Academic Purposes (EAP) courses. It begins by reviewing the literature on language learning strategies, with a particular focus on meta-cognitive strategies. Self-reflection is presented as one of those strategies, which should be implemented in the learning process. Later in the article, several fragments from au- thentic journal entries written by pre-sessional EAP students to illustrate how the practice of self-reflection can be used to improve learning outcomes.The author advocates incorporating self-reflective journaling into the curriculum, as it pro- vides students with opportunities to think critically, provides extra writing practice and enhances their learning experience. It also provides teachers with a valuable tool for tracking their stu- dents’ progress and understanding of course material.

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