The Impact of IT-assisted Reflection Activities on Tertiary Students’ Foreign Language Learning and Communication Performance

The advancement of information technology has resulted in significant innovations in teaching methods and has positively impacted on the quality of education. In the context of learning a foreign language, active engagement in reflective activities is crucial for learners. Reflection enables both teachers and students to not only look back to on their experiences, but also make necessary adjustments. This research aims to explore the importance of incorporating information technology in English as a Foreign Language (EFL) classrooms for reflective purposes, with a specific focus on enhancing students' communication competence. The study adopts a mixed-methods approach, combining quantitative, qualitative, and experimental methods. It was conducted in six EFL classrooms, involving 187 students from a university in Vietnam, as well as six teachers who had prior experience teaching English. Questionnaires, open ended questions, and interviews were administered to gather data. The findings demonstrated that utilizing information technology (IT) tools for reflective activities offers various benefits for student learning, according to the perspectives of the students themselves. Learners displayed increased motivation to learn and dedicated more time to engaging in communication activities both in and outside the classroom. Furthermore, the data indicated that students exhibited a greater willingness to tackle real-world problems and felt more confident in community-based activities. Consequently, comprehensive changes in syllabus adaptation, teaching and learning approaches, and student learning attitudes need to be implemented in order to achieve the desired academic goals.