1. THE ROLE OF REFLECTIONS IN ENGLISH WRITING
Within a constructivist philosophy of English writing, learners are the determinants of the structure and sequence of their knowledge construction. Ultimately, the learner is responsible for his or her own writing and the teacher acts as a facilitator to guide the students writing. From a cognitive perspective, writing is made more meaningful when it is integrated—that is assimilated and accommodated—within the learner’s prior knowledge (Galina, 2006). The British Further Education Curriculum and Development Unit (FEU) proposed that reflection occupies a central place in English writing: specific reflective activities are vital for extracting specific learning of skills and knowledge from an experience. Current and previous experiences affect the perceptions of the learner during the reflective act: positive experiences can enhance writing, while negative experiences can form barriers to writing.