This study accentuates the notion that reflection profoundly aids students to profit from their own experiences. It aims at revealing Kurdish post-graduate students' perceptions toward utilising journal writing as an assessment tool. It also tries to uncover their language progress, metacognition, and self-awareness as a consequence of journal writing. Finally, it elicits challenges encountered by students when writing their journals. The current study is of qualitative-interpretive nature. Students' journal writing is the main tool of the study. Thematic analysis is carried out on data collected from reflective journals and a focus group interview including twelve Kurdish post-graduate students. Journaling resulted in greater class participation, better language skills, more profound professional insights, and the right set of circumstances for students to connect with authentic assessment.
Qismat Mohammed Zahawi (Sun,) studied this question.