TheInternetTESLJournal

UsingJournalsforLearners'ReflectionandSelfAssessment
ClaudiaMarcelaArciniegasTrejos
CentroColomboAmericano,(Bogot,Colombia)
claudia_m_arciniegas(at)yahoo.com
Learningjournalsarepowerfultoolsforlearning.Morethanbeingmerecollectionsofrequiredtasksandassignments,they
canbeusedtoempowerlearnerstotakechargeoftheirownlearningprocessbyreflectinguponitonaregularbasisandby
assessingtheirownprogressovertime.

Introduction

AsexplainedbyJ.MichaelOMalleyandLorraineValdezPierceintheirbookAuthenticAssessmentfor
English Language Learners Practical approaches for teachers, Student selfassessment is a key
element in authentic assessment and in selfregulated learning Self assessment promotes direct
involvement in learning and the integration of cognitive abilities with motivation and attitude toward
learningStudentswhoareselfregulatedlearnerscollaboratewithotherstudentsinexchangingideas,
eliciting assistance when needed, and providing support to their peers they see the connection
between their efforts and learning success. Finally, selfregulated learners monitor their own
performanceandevaluatetheirprogressandaccomplishments.(Authors'italics)

Thisarticleaimsatdescribinghowtheimplementationoflearningjournalsenabledstudentstoachieve
the abovementioned goals in a highbeginner adult class throughout a threemonth cycle at Centro
ColomboAmericano,alanguageinstitutelocatedinBogot,Colombia.

First, an example of the types of learning tasks students completed in that particular class will be
provided.Then,specificlearningjournalentrysampleswillbequotedtoshowhowsettingtimeaside
for learners to think about which of the proposed goals they reached through the development of
individualandgroupactivitiesallowedthemtoidentifytheirstrengths,aswellasmakedecisionsabout
whattheyneededtodotoimproveinareasofgreaterdifficulty.Next,someoftheircommentsabout
how their learning journals were useful for them to improve their communicative ability throughout the
threemonth cycle will be included. Finally, the benefits of implementing learning journals to enhance
studentsprocessofreflectionandselfassessmentwillbesummedup,andsomesuggestionswillbe
madefortheirsuccessfuluse.

TypesofTasksLearnersCompleted

The types of tasks learners completed ranged from the ones in which they had to demonstrate their
abilitytoapplythestudiedlanguagetoaclosertorealorrealsituationthatrequireditsactiveusetothe
onesinwhichtheyreflecteduponandassessedtheirperformanceinclassactivities.

Anexampleofataskinwhichlearnershadtodemonstratetheirabilitytoapplythetargetlanguagetoa
morerealisticsituationandreflectupontheirperformanceinaclassactivitywastheoneinwhichthey
had to prepare some recommendations for their classmates to enjoy taking a walking tour around an
area in the city (Bogot) they had previously studied the modal verb should to give advice and other
expressions to make recommendations. This first part of the task was done in groups, and it involved
bothwrittenworkandoralinteraction.
Thefollowingaresomeexcerptswhichshowthekindsofrecommendationsstudentscameupwithin
theirgroups,andwhichtheyrecordedintheirlearningjournals:
Youshouldgoonourwalkingtourbecauseitissafetowalkatnightinthiszone.
Youshouldwearcomfortableclothesbecauseyouhavetowalk.
Itissafetotakephotos,anditsgoodtoknowthehistoryofBogot.
Itseasytobuyhandicraftsinthefleamarket.
Dontforgetanumbrellatoprotectyourselfifitrains.
Youhavetohavecash.
Then,learnersweretosharethewrittenworktheyhaddoneintheirinitialgroupswithclassmatesfrom
other groups (groups were rearranged for this second stage) by exchanging their ideas, opinions,
experiences,etc.inordertopinpointsimilaritiesanddifferencesamongthedifferentrecommendations
prepared by each group. In this stage they were expected to activate the conversation strategy "I
guess",whichtheyhadstudiedintheunit,torespondtotheirpartnerssuggestions.

Next,eachgrouphadtopresentasummaryofthemostcommonandrelevantrecommendationsthey
hadfound.Tosummarizetherecommendationsfromthedifferentgroups,thewholeclassdecidedona
listofimportanttipsfortouristswhentheyaretakingwalkingtoursinBogot.

Afterwards, learners reflected upon both their written work and their interaction with their classmates
throughoutthetaskbasedonguidelinesthatwereprovided,asfollows:
Did I contribute to my groups work by participating actively in my groups discussions? Give
examples.
DidIintegratethenewlanguageIlearnedintheunitorallyandinwriting?Giveexamples.
DidIactivatetheexpression"Iguess"torespondtomypartnerssuggestions?
Did I identify similarities and differences among the recommendations presented by the different
groups?Giveexamples.
Did I help to summarize common recommendations provided by the different groups? Give
examples.
Theywrotetheirreflectionsandselfassessmentintheirlearningjournals.

SamplesofLearnersReflectionsUponandAssessmentoftheTask
Thefollowingaresomelearnersreflectionsontheextenttowhichtheyhadreachedthegoalssetfor
theabovedescribedtask,aswellasontheareastheyfelttheyneededtoworkharderontoenhance
theirlearning:
I think that this activity was interesting because in class with my classmates I could practice
differentexpressionstomakesuggestionsandgiveadviceWithmyclassmatesIcouldrespondto
suggestionsusingdifferentexpressionsbutIthinkthatIdidntusealottheexpression'Iguess...'
Irespondedtomyclassmatessuggestionsusingexpressionslike,'Itsagoodideatotake',I
didnt activate a lot the expression 'I guess' because I forgot it in the conversation with my
classmates.
Intheactivity,Iusedtheexpressionstorespondtothesuggestionsofmyclassmates,like'Thatsa
greatidea!',or'Maybe.'Itwasalittledifficulttopracticetheexpression'Iguess'becauseIm
notsurewhentoincludeit.However,Itriedtousetheexpressionintheconversation,butIthink
thatIshouldpracticemore.

LearnersCommentsabouttheUsefulnessofTheirLearningJournals

Thesearecommentslearnersmadeattheendofthethreemonthprocessinregardstotheusefulness
oftheirlearningjournalstoenhancetheirlearningexperience:
Myjournalisanimportanttooltolearnandpracticemore.
Icanusemyjournaltoevaluatemyprogressasalearneratdifferentmoments.
 I think that the journal is the best way that you can use to evaluate your process. On the other
hand,itseasytocarryandyouunderstandyourerrors.
Ithinkthatitisagoodexercisetolearnsomuch.Itisveryconvenienttodiscovermymistakesand
tolearnfromthem.

BenefitsofImplementingJournalsforLearnersandTeachers
Manybenefitscanbederivedfromtheimplementationoflearningjournalsinthelanguageclassroom.
Oneofthemisthattheyaretoolslearnerscanusetokeeparecordoftasksthatinvolvetheactiveuse
ofthelanguagetheyhavemostrecentlylearnedtodescribeandsharepersonalexperiences,pointsof
view, etc. Therefore, they can be considered tangible sources of information for both learners and
teacherstoseelearnersprogressovertimebecausetheyfacilitatetheprocessofcomparingtheirpast
abilitytouselanguagetocommunicatewiththeirpresentcommunicativeability.

Anotheroneisthatlearnerscanalsousethemtowritereflectionsontheirownlearningprocessthey
can note their strengths and weaknesses and how they can improve in their weak areas. In other
words, through the implementation of learning journals they are encouraged to develop a sense of
responsibility for their own learning process, which, in turn, makes them better learners because they
becomemoreawareofwhattheyneedtodotosucceedintheirlanguagelearningprocess.

Additionally, they are tools that teachers can use to focus their observations of discreet aspects of
learnersperformanceandtoprovidefeedbackandsuggestionsthatcanguidelearnersthroughoutthe
processaswellastoidentifyaspectsthatlearnersmaystillhavedifficultyincorporatingintheirspeech.
Consequently,thecommentslearnersmakeintheirjournalscanhelptofocusteachersobservationsof
learnersperformanceandinfluenceteachersperspectivesoftheeffectivenessoftheirmethodologies
whendealingwithvariousaspectsoflanguageintheirclasses,whichcanresultinteachersreflections
thatwillleadtotheimprovementoftheirteachingpracticesintheclassroom.

SuggestionsforTheirSuccessfulImplementation

Itsworthmentioningsomeimportantthingstobearinmindfortheeffectiveimplementationoflearning
journalstoachievethegoalofpromotingreflectionandselfassessmentamonglearners.Thefirstone
istoexplaintolearnersfromtheverybeginningwhatalearningjournalis,whatkindsoftaskstheywill
develop, and the key role it will play for them to reflect on their learning and to assess their own
performanceasavitalcomponentoftheirlanguagecourse.Doingthisisessentialforthemtoregardit
asanimportantlearningtooltofulfillspecificgoals.

The second one is to define what tasks students will develop and to let them know how they are
expected to work each of them gradually. Also, teachers need to provide the guidelines learners will
followforreflectionandselfassessment.Itisofprimaryimportancetodothis,solearnerscanhavea
clearideaofwhatelementsareinvolvedindevelopingthetasksandassessingthem.

Athirdsuggestionistoallottimeforlearnerstoreflectonandselfassesstheirperformance,ifpossible
rightafterataskhasbeencompleted,sotheircommentswillbetterdescribetheiractualperformance
along with their strengths and weaknesses. Something that works really well is to tell students to
provideexamplesforeachoftheitemsintheguidelines.Otherwise,theymayjustendupsaying,but
notdemonstrating,thattheymanagealltheaspectsoflanguageandlearningthetaskdealtwith.

Ideally,learnersshouldalsobegivensometimetosharetheirreflectionswiththeirclassmatesinorder
to enrich the process of reflection and selfassessment. Through sharing their comments with their
peers,theycandevelopasenseofsolidarityforlearning.

Last,butnotleast,theteacheroughttoprovidefeedbackbasedbothonhisstudentsreflectionsandon
hisownobservationsoftheirperformanceintheirlearningjournals.Thiswillmakelearnersfeelthathe
is well aware of how they are doing in the course. Furthermore, they will understand that their
reflectionsaretakenintoaccountallalongtheirlearningprocess.

ConclusionsThatWereDrawnfromThisExperience
Thefollowingconclusionsweredrawnfromtheexperienceofimplementingtheuseoflearningjournals
inthisparticularcase:
Although at the beginning some learners did not know exactly how to reflect upon their learning
experienceandperformanceinspiteoftheguidelinestheyhadbeenprovidedwith,withsomehelp,
theybecameawarelittlebylittlenotonlyofthewaysinwhichtheycouldexpresstheirreflections,
butalsooftheimportanceofdoingittoassesstheirprogress.
The learners level of satisfaction with their own learning process increased because through the
useofjournalstheydevelopedagreatersenseofcommitmenttotheaccomplishmentofthegoals
setforthecourse.Itbecamecleartothemthatitwasvitaltoplayanactiveroleinallclassactivities
since all of them dealt somehow with the task to be completed, which would serve as a basis for
reflectionandselfassessment.
Learnersreflectionswerefundamentalforthemtoidentifystrengthsandweaknessesintheirclass
performance. Moreover, their reflections allowed them to decide what they needed to do to cope
with difficult aspects of the language. It can, therefore, be said that the process became more
learnercenteredsinceitempoweredthemtomakeimportantdecisionsabouttheirlearning.
At the end of the threemonth process, students progress in their communicative ability could be
evaluated more easily thanks to the learning journals, because in them learners expressed
themselvesaboutclosertorealorrealsituationsthatinvolvedtheactivationofpreviouslylearned
language, about their views regarding their performance in class activities, and about what they
neededtodotoimprove.
In conclusion, students learning process can be enhanced so much and be made so much more
meaningfulbyimplementingtheuseoflearningjournalsforreflectionandselfassessment.Also,itisa
greattoolforteacherstocontinuouslyassesstheirstudentsperformanceandtoevaluatetheirprogress
overtimeaswellastoassessandimprovetheirownteachingpractice.

TheInternetTESLJournal,Vol.XIV,No.10,October2008
http://iteslj.org/

http://iteslj.org/Techniques/ArciniegasLearnersJournals.html