Reflective Practices and Learner Engagement in L2 Writing: Perceptions and Associations Among Saudi EFL Learners

Reflective practices and learner engagement have received increasing attention in L2 writing research due to their importance in promoting self-regulated learning and writing development. This study investigated Saudi female EFL learners’ perceptions of reflective practices and learner engagement in L2 writing, along with the correlation between these two constructs. The study employed a quantitative cross-sectional survey using a questionnaire administered to 545 Saudi female EFL university students. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and one-way ANOVA. The results revealed generally positive perceptions of reflective practices and relatively high levels of learner engagement in L2 writing. Cognitive engagement received the highest ratings, whereas behavioral engagement showed comparatively lower levels. Furthermore, a statistically significant positive relationship was identified between reflective practices and learner engagement. The findings suggest that reflective activities may support learners’ engagement, self-monitoring, and writing development in L2 writing contexts. Pedagogical implications for integrating reflective activities into L2 writing instruction are discussed.