The Impact of Reflective Journal Writing (RJW) on Learners’ Mindfulness, Mastery Goal, and Language Learning

The present study investigated the impact of reflective journal writing on the mindfulness, mastery goal, and language achievement of English as a Foreign Language (EFL) students. In so doing, a quasi-experimental study with ۳۰ participants in two groups was designed. The۱۴-item mindfulness scale by Langer (۲۰۰۴) and ۶ items of the mastery goal orientation questionnaire by Midgley et al. (۱۹۹۸) were distributed among the participants of the two groups at two points during the study. The items of the mindfulness scale were organized according to three dimensions: novelty seeking (NS), novelty producing (NP) and engagement (E). The participants in the experimental group were instructed to generate a reflective journal, derived from the five stages of O’Farrell’s (۲۰۰۷) model, when they attended the class with no explicit judgment and correction by the instructor. Thus, instead of the teacher, the students started to judge and assess themselves. The results of the pretests indicated that the participants of the two groups were homogenous with regard to their mindfulness, mastery goal, and language proficiency. The result of the posttest demonstrated the positive effects of reflective journal writing on mindfulness, mastery goal, and language achievement. Based on the above findings, teachers are recommended to apply this method and consider a specific time in their classes or as homework after classes, either in the electronic layout incorporating multimedia capabilities or in the conventional format, to provide an opportunity for students to freely record their feelings, emotions, and thoughts about the events during the class and foster their metacognitive skills and goal-orientations.

کلیدواژه ها:

Language achievement ، Mastery goal ، Mindfulness ، Reflective journal writing