Empowering Reflective Learners: An Action Research Study on Reflection-for-, in-, and on-Action in Junior Secondary English as Second Language Classrooms

Abstract

Reflective practice refers to learning through and from experience towards gaining new insights into self and practice. Zimmerman (2002) highlights the importance of self-regulated learning, where reflection enhances academic performance. This action research project was initiated by a teacher educator with the central aim of exploring the application and impact of reflective learning strategies among junior secondary English as a Second Language (ESL) learners. The sample consisted of two groups: three in-service teachers and 63 ESL learners in grade 9. The research was conducted over a four-month period as part of a teacher development program, in its ‘Current Trends and Practices in Education’ course. Various data collection methods were utilized, including teacher interviews, focus group discussions with students, classroom observations by the teacher educator, teacher reflective logs, student reflective journals and student portfolios. The findings, obtained through both quantitative and qualitative data indicated that irrespective of the fact that culture shock as the main challenge to be faced, reflective strategies such as goal setting (learning contracts), self-monitoring checklists, peer feedback cards, learner journals and whole class debriefs led to enhanced learner engagement, improved language awareness, and stronger self-directed learning habits. Thus, the study affirms the effectiveness of embedding reflective learning in ESL education.