Reflection and its Role in Learning - Research Paper Example

 Reflection and its Role in Learning Thamer A. M. Marzouq University of Essex Introduction: It is almost certain that reflection plays an essential role towards promoting autonomy in language learning. A number of educators in the field of language learning often view it as an important factor in autonomous learning. Benson explains that autonomous learners are those who manage to take charge and responsibility over their own learning through cognitive and behavioural processes which explains the clear connection between reflection and the autonomous learning (Benson 2001, p. 93). Opalka (2003a) mentions that the moment learners begin to reflect on their own learning, they are likely to become more autonomous. Their reason is that reflection enables learners to become active in a way that leads them to discover how to think criticality with regard to their learning strategies and also to make appropriate decisions with regard to those strategies. For instance, learners can decide whether or not they choose to develop such strategies and if they choose to develop them, they can also decide on the possible way to do so. In relation to the importance of reflection for learning in general, Freire (1973) wrote: “Men relate to their world in a critical way. They apprehend the objective data of their reality (as well as the ties that link one datum to another) through reflection” (p. 3). Boud et al. (1985, p. 8) stress that educators and teachers are highly advised to include some forms of reflection in their courses as it is an important component for learning in any form of teaching. For all that is mentioned above, this essay will discuss some definitions of reflection and clarify what reflection should actually entail. It will also try to answer the question whether or not different cultural contexts view reflection in same way. Lastly it will present an assumed plan of action which I would set if I were to implement reflection to a group of L2 learners Definitions and discussion: The mere mention of the word reflection brings to one’s mind many ideas and interpretations; examples of such ideas and thoughts which are often associated with reflection could be, among others, introspection, conscious inner thoughts, thinking, feelings, emotions, self-observation and evaluation. A number of researchers from different fields of study like psychology, professional education and adult learning have tried to come up with definitions of reflection. One of the oldest definitions dates back to Dewey whose definition of reflection was merely restricted to the idea of rationality and evidence (Dewey1933, p. 9). According to Dewey, reflection is the consideration of any belief or given knowledge in light of the motivations and reasons that encourage it and the further consequences to which it directs. Such consideration according to Dewey should be cautious, keen, and active. Boud et al. (1985) take a different perspective in their definition of reflection. They suggest that reflection in the context of learning should be taken as “a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings” (Boud et al. 1985, p. 19). They further describe the process of reflection as recapturing the experience and thinking back about it and, mulling it over and try to assess it (Boud et al. ibid.). In addition, they mention that reflection can be practiced either individually or in a group. However, they assert that there are no promises for a successful reflection practice. Reflection might be performed in the wrong manner and succeed or vice versa. Louden describes an ordinary language reflection as an intended and cautious consideration that is distant from action which has taken place in the past, and such consideration carries meanings that are of the same kind as of meditation and introspection (Louden 1991). Louden also adds that reflection is a cognitive process which occurs “out of the stream of action”, and its aim is to look “forward or (usually) back to actions that have taken place”. What should reflection entail? According to Boud et al., there are very important phases or stages which reflection should go through in turn, they are very important and, without them, reflection might not be practiced successfully (Boud et al., 1985, p. 9-11). These stages are: preparation, engagement in the activity, and processing that experience that has happened. Boud et al. have reached an understating of the nature of these phases based on their observation of the behavior of different subjects who had participated in a workshop – the aim of this workshop was to examine how students are exercising reflection by asking them to carry out tasks related to their subjects based merely on their previous background readings. Thus, Boud et al. explain each stage as follows: In the preparatory stage, learners usually will try to find about what they are actually asked to do. Learners are expected to search for the helpful resources needed for completing their tasks. They are also expected to fully understand the demands of the field setting. Learners are expected to ask for clarifications and perhaps modification of what has been suggested by their tutors. It is predictable that the level anxiety of learners will be somehow high at this stage. However, this differs from one learner to another depending on how prepared they are to deal with the task. In the second stage, the actual experience that comes from the engagement and working with the task might seem overwhelming and may result in a series of muddled and confusing observations leaving the learner with no choice but to deal with the ones which seem most familiar. In this stage the learners might find difficulty in relating the theory to practice. Learners at this stage will usually jot down lots of notes, remarks, questions and thoughts. Learners are advised to draw back from being completely engaged into the experience so as to help them digest what is happening more easily, and help them make use of the input information they have come up with; they are advised to use diaries and get into discussion groups and thereby try to make sense of the experience. In the third phase learners are expected to look back at their notes and records and try to search through their memories so as to try to “reconstruct an account of the salient features that they believe are required by their teachers”, which would help learners discover things left undone, incomplete records and unanswered questions. Do different cultural contexts view reflection in the same way? Kneller (2003, p. 4) defines a culture as a lifestyle that is shared by a community, and shaped by their beliefs, thinking, practices and language. Therefore it can be concluded from Kneller’s definition that learners’ conceptualisations, which are part of their beliefs, are indeed exposed to the culture effect. In relation to reflection in learning and autonomy, Little (1997, p. 94), argues that different cultural contexts play a significant role in affecting the behaviour of reflection in autonomous learning in general. To show an example of different cultures that might differ or agree in the ways of looking into reflection, we have examples of China and Saudi Arabia. Lor (as quoted in Benson 2001) observes that the word reflection has different interpretations in different cultural contexts; for instance, in China, it has to do with morality and conscious pricking. In my personal experience, and in contexts like in Saudi Arabia, reflection is somehow dissimilar to its interpretation in China; reflection is very often conceptualised by Saudi learners, as well as other people in general, to be associated mostly to one’s religion and may be interpreted as a cognitive activity that increases ones faith in Allah. It may also carry the connotation of shaping one’s moral conduct. It is best explained by how Saudi learners and people use their own knowledge and beliefs that are based on their religion, which is Islam, and apply such knowledge and beliefs to a different set of situations with the intention of reaching a better understanding that, consequently, leads to better behaviour. However, the other concept of reflection that has to do with promoting autonomy in language learning is not really popular in Saudi Arabia as the whole elementary and secondary educational system neither expect it nor encourage learners to take charge of their own learning. However, in post secondary school the room for post secondary education and learner autonomy are not ignored; they are manifested in rather satisfactory forms. In distance learning programs, learners are offered to attend induction courses in which they are introduced to extensive self-study strategies and skills to raise their awareness of their own learning process. By the end of each training course learners are expected to show more autonomous learning behaviours, as they are supposed to study at home and come at the end of the term to do their examinations and submit their assignments and portfolios with the least possible help form their tutors. They are encouraged to reflect on the feedback on their assignments and portfolios by writing short essays about their strengths and weaknesses followed by a short-term action plan for foreseeable improvements. As mentioned in the beginning of this essay, since it is clear that reflection is considered to be an important key psychological component of autonomy in language learning, therefore, it must be dealt with as such. For this reason, whatever would affect autonomy would surely affect reflection. Benson stresses that exercises undertaken by learners for promoting autonomy in language learning must vary according to the cultures within which those learners are living (Benson 2001, p. 55). A plan of action to help a group of L2 learners implement reflection inside classrooms In this particular plan of action, I am planning to make use of journal writing, specifically portfolios, as a mean of getting a group of L2 learners into the habit of reflection. I would start by giving the background information regarding the use of journals and portfolios in promoting reflection in language learning. Background: Stephani explains in Moon (1999, p. 188), that such a method “is more suitable for courses where there are smaller numbers of mature learners who have a clearer sense of their own goals.” In addition to the purposes behind the use of writing journals, Moon also indentifies some purposes that are hopped to be attained by such a method. For instance, she mentions that writing journals is meant to record learners’ experience and improve their own learning by encouraging them to appreciate and realize the importance of personal observation and knowledge. She also states that writing journals helps enhance the quality of learning in that it teaches learners to think critically about their approaches towards learning. Furthermore, she explains that such writing journals enable learners to become increasingly aware of their own learning progression and help them develop more control over their cognitive process. She also adds that writing journals is meant to “increase the ability to reflect and improve the quality of learning” which is an important point that I wish for my L2 learners to apply successfully in this very plan of action. There are two types of journal writing that are commonly well known among language educators. These types are so-called structured and unstructured journal writing. There are other forms and shapes of journal writing which could vary according to the purposes they are meant to serve. In this particular context, that of applying reflection to a group of L2 learners, structured journal writing seems rather more appropriate for us to use than the other types mentioned. The reason is that structured journal writing is believed to be clearer and easier to follow and, thus, more encouraging for learners to start reflective writing. In addition, it will make certain that learners are reflecting on specific subject matter learned, moreover, it will also help them not deviate. It is also useful for learners in terms of smoothing out the progress of moving their thinking on. Lastly, it will give learners the opportunity to learn from the reflective processes which is very important, (Moon 1999, p. 189-191). The structured type of journal writing can also be given to learners in different forms: it can be given to them in the form of an autobiographical writing, exercises, portfolios, questions to answer or guidance notes about issues to be covered and so forth. The journal writing that is going to be used in this action plan will be in the form of portfolios. It is worth mentioning that portfolios can be either digital or non digital, Moon (1999, p. 194-195). Portfolios are often regarded as an outstanding method for prompting and pushing learners to reflect on their learning process as well as the subject matter that is supposed to be learned. The reason is that it is possible for learners to have their portfolios saved or stored digitally so as to enable them to return to and revisit their previous ideas and/or beliefs some time later in order to contrast them (their prior knowledge and beliefs) with other recent ones (TAP into Learning, n.d.). As mentioned earlier, portfolios can be created digitally. For instance, they can be created in the form of electronic slide shows, web pages, multimedia presentations etc. All this is for the sake of making it possible for learners to construct the fruits of their knowledge and reflect on it at the same time. In addition, such digital portfolios can help learners share their new understandings with a larger number of learners something that might not be feasible with the non digital ones (TAP into Learning, n.d.). According to Boud et al. (1985) “the word ‘portfolio’ means a work-book, a forum within which one works seriously with the experiences of learning or life. It fosters that important and essential counterpart to experience: reflection” (p. 53). They mention the examples of entries that should be included in portfolios like: “information from lectures, interpretations, applications of material, affective response to the learning experiences, personal behaviour and personal evaluation.” They also explain that the ultimate aim of a portfolio is for learners to reflect on their own personal learning progression and prompt them to share the experiences of their development between each other. Boud et al. (1985, p. 54-56), highlight a number of tips on how learners should use portfolios: Portfolios should always be treated as private files and learners should only write about their own personal concerns. The learners should write about what they find important in addition to what other people might say is important. The learners can shape their portfolios according to their wishes. Honesty is a very important prerequisite when it comes to adding entries to the portfolios. It is highly advisable that learners avoid spending time planning their portfolios; they should write spontaneously and let their ideas flow. Learners should refer to their entries several times and should reflect on them on a regular basis. Learners should make sure that they highlight the significant aspects by using colours, circles, etc. Learners must accept the fact that their entries are liable to change and modification. Experiences are best recorded as soon as they occur. Learners are highly recommended to set a specific time each week for the sake of reflecting on their portfolios. It is in the best interest of the learners that they aim to read over their portfolios constantly and try to keep away from procrastination. Learners should share their portfolios with each other and should initiate discussion about them as well so as to prompt reflection. The plan of action: Since portfolios are all about writing, it is important that I help my students get into the habit of writing first before starting actually working on them. Initial writing is considered to be a good start for reflection. I would simply ask them to write letters, stories, arguments, or anything of the sort that is believed to be very helpful in prompting the learners’ sense of reflection. I would highly encourage my students to work in pairs or in groups because doing so is believed to be more prompting and encouraging for reflective writing. I would request my learners to write continuously for about 10 – 15 minutes at the beginning of each class. I will expect my learners to write for a certain number days for them to become well prepared for using portfolios (Boud et al., 1985, p. 65). In relation to the importance of writing to promote reflection, Opałka (2003b) states that the ultimate goal behind it is to offer learners a valuable opportunity to self-discover and reflect upon their learning styles and strategies which is very important. Boud et al. (1985, p. 65) stress that in order for learners to succeed in dealing with journals they have to be pushed and encouraged to write. When my learners commence using their portfolios, I would ask them to seriously set a certain time of each day to work with their portfolios. I believe that every day working would be more beneficial for the learners and will help them gain the fullest advantage. There will also be a specific timetable for using portfolios and students will be expected to commit to it. This timetable will either be given out to them or posted on the notice board (Boud et al., 1985, p. 66). It is to be expected that my learners will encounter some difficulties when they begin using their portfolios, therefore, I will constantly be present with them during the first few days in order to help them understand and make sure that they are handling things properly. With the passage of time, and when I feel that they can carry on their own, I will try to limit my role to mere supervision or observation. However, I will be always available for them if they need any help (Boud et al. 1985, p. 66). I will make sure that there are hand outs given to them that contain useful tips and instruction in case the learners need any further guidance. I will give each learner a weekly time slot in order to give him/her an opportunity to meet me in person in order to share and discuss his/her portfolio with me. I will also divide my learners into groups so as to give them a chance to chat and talk about their experiences recorded on their portfolios (Boud et al., 1985, p. 66). I would expect my learners to reflect and work with their recoded experiences over and over. The reason is that the more the learner reflects, the more his/her capacity of reflection becomes powerful. Moreover, the more the learner develops more powerful capacity of reflection the more likely it is that he/she will discover a lot more about his/her experiences. Therefore, it is wise that the learner goes back to his/her experiences which he/she has worked with at an earlier stage, and reflect on them another time because surely the learner will discover new things about those experiences which have not been noticed in the first instance (Boud et al., 1985, p. 66). As a means for helping my learners deepen their reflection further, I am going to give out daily exercises at the beginning of each reflection session. In addition, I will give them another whole exercise for the weekend that will require them to go through their whole work. I would also get them into the habit of recoding less and reflecting more. While my learners are working in groups, it is important that they learn how to initiate interaction, therefore, during the first few days I will teach them some useful interactive expressions needed that would encourage them to go about discussing their portfolios easily. I will also teach them how to formulate prompting questions that would push them to talk and think about their work. Finally, I will encourage my learners to not only add written entries into their portfolios but to also add pictures, cartoons or anything of that sort so as to make them look rather interesting and more amusing to use (Boud et al., 1985, p. 66-68). Conclusion: In short, this essay was mainly meant to shed some light on reflection as a key feature of autonomous language learning and how it can be implemented successfully. Unfortunately, there is relatively little literature on the role reflection has in promoting autonomy in language learning. Therefore, it was quite difficult for me to cover all the aspects of this topic. For example, it seems to me that there has not been enough research on how learners in Middle Eastern cultural contexts like Egypt or Saudi Arabia conceptualise reflection in language learning, or the exercise of autonomy in language learning at all. Therefore, I mostly resorted to personal experience while discussing the same. References: Benson, P. (2001). Teaching and researching autonomy in language learning. Essex: Pearson Education Limited. Boud, D. (1985). Reflection: Turning experience into learning (D. Boud, R Keogh, D. Walker Eds.). London: Kogan Page. Dewey, J. (). How we think. A restatement of the relation of reflective thinking to the educative process. (Revised edn.), Boston: D. C. Heath. Freire, P. (1973). Education for critical consciousness. New York, NY: Continuum International Publishing. Kneller, G. F. (1965). Educational anthropology: An introduction. New York: Wiley. Little, D. (1997). Language awareness and the autonomous language learner. Language Awareness, 6(2&3), 93-104. Louden, W. (1991). Understanding teaching: Continuity and change in teachers’ knowledge. New York: Cassell. Moon, J. (1999) Reflection in learning and professional development. London: Kogan Page Opalka, B. (n.d.). Reflective learning in the autonomous classroom. Retrieved from http://www.iatefl.org.pl/tdal/n9reflective.htm Technology Assistance Program (2000). Action + Reflection = Learning. Tap into Learning, 3(2), 1-3. Read More