Arab Educational Information Network

This study investigates the use of reflective writing for ESL learners in academic writing, with a particular focus on student writers’ well-being and attitudes toward writing. Previous research suggests that reflective practices boost students’ morale and enhance language learning as students are able to reflect on their experiences and challenges in writing, which may remain unaddressed otherwise. Thus, through reflection, learners are encouraged to use their metacognitive skills in relation to both their learning and psychosocial experiences, resulting in individual growth and well-being. This supports the premise that the ability to reflect indicates effective experiential learning, thus facilitating learners' positive emotional well-being while increasing the quality of output. Against this background, the study explored the role of reflective writing in connection with student writer’s well-being and attitudes towards writing in an L2 English academic writing course. Participants were 31 students enrolled in academic writing classes (WRI 102) at American University of Sharjah and received a total of 11 treatments of reflection journals throughout the semester. Their well-being and writing attitudes were evaluated by two surveys conducted at the beginning and at the end of the semester. Results showed that the ESL learners reported significant improvement in their well-being and writing attitudes following reflective writing practicing reflective writing. This suggests that reflective writing can be considered an effective pedagogical tool. (Author’s abstract)