thinking is the ability to self- monitor the decision- making process (Tomasello,

2014:30)
Tomasello, Michael. (2014). A Natural History of Human Thinking. London:
Harvard University Press
A specific focus on thinking is useful because it restricts our topic to a single
cognitive pro cess, but one that involves several key components, especially (1)
the ability to cognitively represent experiences to oneself off - line; (2) the
ability to simulate or make inferences transforming these repre sen ta tions
causally, intentionally, and/or logically; and (3) the ability to self- monitor and
evaluate how these simulated experiences might lead to specific behavioral
outcomes and so to make a thoughtful behavioral decision. (Tomasello, 2014:4)
Reflective thinking could be regarded as an indicator of learners success
in learning and Learners who think reflectively are aware of their learning;
they can thus control and assess what they know, what they need to know, and
know how to bridge the gap in their knowledge
Hassan Soodmand Afshar Masoud Rahimi (2015:5)
Reflective Thinking, Emotional Intelligence, and Speaking Ability of EFL
Learners: Is there a Relation?. Thinking Skills and Creativity.
http://dx.doi.org/10.1016/j.tsc.2015.10.005

Reflective thinking could be regarded as a part of critical thinking process.

The difference between critical thinking and reflective thinking is that
critical thinking involves a wider-range of thinking skills that lead to desirable
outcomes; on the other hand, reflective thinking focuses more on the process of
making judgments about what has happened (Dewey, 1933). Kember et al.
(2000) maintain reflective thinking incorporates four steps or procedures
including habitual action, understanding, reflection and critical reflection. The
first two steps seem superficial in nature and deal with automatic performance
of an activity (i.e. habitual action) and thinking based on the knowledge
available without any effort to analyse or evaluate that knowledge
(i.e.
understanding). The next step (i.e. reflection) consists of appraisal of
assumptions and knowledge of how to approach and solve a problem while
critical reflection (i.e. the last step) leads to paramount change in ones
viewpoint (Mezirow, 1991). (Afshar & Rahimi Hal.6)

Surbeck, Han, and Moyer (1991) identified three levels of reflection:

Reacting - commenting on feelings towards the learning experience, such as reacting with a
personal concern about an event.
Elaborating comparing reactions with other experiences, such as referring to a general
principle, a theory, or a moral or philosophical position.

Contemplating focusing on constructive personal insight or on problems or difficulties,

such as focusing on education issues, training methods, future goals, attitudes, ethical
matters, or moral concerns. The nature of the stimulus or directions initially provided to the
learners, as well as the feedback they receive after the initial reflection, will determine the
extent to which they reach the contemplation level of reflection.