Reflective Journals As A Catalyst For Fostering Autonomy In Pre-Service EFL Teachers: The Case Of ENS Constantine

Abstract

In context of language learning, fostering learners’ autonomy is deemed essential for encouraging their active involvement, reducing passivity and limiting teacher dependence. In this study, reflective journal writing has been identified as a practical tool to support this process. It aims to investigate the effect of using reflective journals on fostering learners’ autonomy, identify their readiness for autonomous learning and examine which autonomous learning aspects are fostered due to the use of reflective journaling. To reach these aims, an experiment was conducted using a twogroup pre-test post-test design with pre-service teachers at École Normale Supérieure of Constantine (ENSC), Algeria. Using the SPSS software, multiple t-tests were performed to analyze the findings of the experiment. The results of the t-tests revealed a remarkable improvement in learners’ autonomy level, those writing reflective journals. In addition, it was confirmed that writing reflective journals inspires learners to embrace more independent learning behaviors, it sharpens their self-monitoring and assessment skills and empowers them to adopt more motivational and strategic approaches in their learning