Self-reflecting journals as a metacognitive tool to encourage greater learner autonomy – on the example of EAP students

This article focuses on the use of self-reflective journaling as a meta-cognitive tool for enhancing the learner’s autonomy in pre-sessional English for Academic Purposes (EAP) courses. It begins by reviewing the literature on language learning strategies, with a particular focus on meta-cognitive strategies. Self-reflection is presented as one of those strategies, which should be implemented in the learning process. Later in the article, several fragments from authentic journal entries written by pre-sessional EAP students to illustrate how the practice of self-reflection can be used to improve learning outcomes. The author advocates incorporating self-reflective journaling into the curriculum, as it provides students with opportunities to think critically, provides extra writing practice and enhances their learning experience. It also provides teachers with a valuable tool for tracking their students’ progress and understanding of course material.