Reflective Writing on an ESL Writing Course

Research shows that student reflective writing is a valuable window into learning, particularly metacognition; however, our knowledge of the challenges accessing metacognition to inform curriculum design and assessment practices in ESL (English as Second Language) context less robust. This paper reports two qualitative studies on an course within teacher education programme. The investigate how manifests itself papers mapping can evidence-based assessment. data comes from several iterations analysed using directed conventional content analyses. Our results expose complex relation between metacognition, practices: 1) unless scaffolded by use precise terminology, students resort expressing their understanding terms everyday, vernacular language 2) not only provides more nuanced picture learning than final grades but invaluable for developing scaffolding practices. Based results, we recommend integrating structured reflection part regular curricula gauge monitor precisely uptake content.