Reflection through reflective writing to stimulate learning activities in normal-class learning sessions and cross-class learning sessions

Abstract

Abstract

This article examines the reflection of Thai EFL students through reflective writing as a tool by analyzing learning activities in both normal-class learning sessions and cross-class learning sessions. In all, 60 students of Academic English 2 (AE2) and 60 students of Writing 3 (W3) in the 2011 academic year at Mae Fah Luang University, Thailand were required to complete reflective writing assignments for their normal classes. Then, the 2 classes were mixed up twice to conduct cross-class learning sessions. The students were again required to complete reflective writing assignments. The students in AE2 are first-year students while those in W3 are third-year students. Six learning activities—recollection, evaluation, analysis, critical, diagnosis, and reflection—culled from the work of Vermunt & Verloop (1999) and Mansvelder-Longayroux, Beijaard, & Verloop (2007) were employed to analyze the content of the students’ reflective writing. Statistical analysis was conducted. Both group of students from normal-class learning sessions and cross-class learning sessions exhibited “recollection” the most, while in the cross-class learning sessions, “analysis,” “critical processing,” and “reflection” were obviously increased compared with those in normal-class learning session. The results also showed that normal-class learning sessions cannot create a motivated learning atmosphere while cross-class learning sessions are more stimulating, successfully inducing Thai EFL students to think more analytically and critically.