An exploratory study of reflective journaling in a college composition I course

Abstract

This exploratory study investigates the impact of directed reflective journaling in a first-year college English Composition course. Student reflections were analyzed for self-regulatory behaviors, evidence of skills associated with course objectives, and writing skill development. Changes in self-efficacy perceptions were analyzed using pre- and post- self-efficacy surveys. It was found that self-regulatory behaviors can be encouraged through reflective journaling and that self-efficacy attitudes were impacted positively as a direct result of the self-regulatory activities. The journaling task met two of the English Composition core objectives (interpretation and evaluation) and students demonstrated gains in writing fluency, conventions, and word choice. Student and teacher perspectives of the reflective exercises are given along with recommendations for future implementations and research.