IMPACT OF REFLECTIVE JOURNALS ON STUDENTS’ LEARNING AUTONOMY AND SEMANTICS KNOWLEDGE DEVELOPMENT

Abstract

Although writing reflective journals proves to have been an effective activity for theoretical courses and professional training, the emphasis on writing reflection is not frequently applied in teaching English studies at the Ho Chi Minh City University of Law. Qualitative data from email interviews and evidence from students’ papers reveal that writing reflection in the semantics course facilitated students’ learning of the subject. Reflective writing was viewed by students as an efficacious way to enhance their understanding of the learnt concepts. The results, moreover, show a range of tasks students did to complete their journals, indicating that students’ autonomous learning would increase during the course. The findings suggest a need for teachers to consider reflective writing as a method for reinforcing and enhancing students’ understanding of English semantics, as well as promoting their independent learning.