The Effects of Reflective Writing on EFL Learners’ Writing Performance

Yousef Kouhpeyma, Sara Kashefian-Naeeini


The use of reflection, when it comes to teaching writing skill, is not very common. The present study investigated the impact of reflective writing on Iranian EFL learners’ writing performance. The aforementioned learners were of different age and marital status. In this study, 40 participants were equally divided into a control and a treatment group. Both of the groups were taught the very same materials; however, the participants in the treatment group were taught making use of Portfolio as well as peer-assessment and self-assessment whereas the control group was taught based on the traditional teacher-centered methods. The instrument was IELTS’s task two of writing module employed to test the learners’ writing performance. It was illuminated that the two groups were not significantly different with regard to their writing abilities. Posttest results were also analyzed using different statistical measures such as independent samples t-test and one-way analysis of variance. It came to light that differences in means of the control and treatment groups regarding writing performance were not statistically significant. Moreover, it was illuminated that the background variables of age and marital status, did not influence the learners’ writing performance. The results of the present study may greatly stimulate syllabus designers and English teachers.


Reflective Writing; EFL Learners; Age; Marital Status; Writing Performance

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