REFLECTIONS WITH BLOG FOR ENGLISH LANGUAGE
LEARNERS IN WRITING
Reflective learning and thinking is widely regarded as being important within all contexts,
especially, in English language learning. Reflective thinking was originally defined by Dewey
(1933) as purposeful thinking oriented toward a goal. Reflection in learning involves a process of
recording experience and then revisiting the description with the intent of refining learning
processes and strategies. For English learners, two propositions are important in this context: one,
that students find it difficult to engage in reflection over time without external support and two,
that the learner is primarily responsible for identifying important experiences and then linking
experiences to learning. Reflection is governed by both cognitive and affective components and
the reflective act is preceded and accompanied by individual feelings and perceptions that could
either form barriers to or enhance learning. Understanding the affective components of reflection
and their effect on student learning and experiences is essential for identifying appropriate uses
of reflection to assist individual language writing.