Reflection is the examination of our experiences, thoughts, and actions with the purpose of learning about ourselves and is a necessary component of language learning. Reflection enhances the learning experience and improves learning outcomes as learners develop self-awareness and increase and redefine their understanding of what they are learning. Decades of research in the fields of education and beyond have shown benefits, and language educators generally support the idea of promoting reflection on learning. Despite this, the application of reflective practice for learners in the field of language education remains peripheral (Huang, 2021). In addition, where reflection does occur, it may be ad-hoc, unstructured, superficial, or vague, so it is unlikely to result in any conceptual change (Malthouse & Roffey-Barentsen, 2013).
In this talk, I will examine what we can do to help learners to intentionally reflect on their language learning. This could be achieved by using tools and activities designed to help learners to document, plan, notice, self-assess, compare or take action. However, for the reflective process to be more powerful, dialogue with other people is necessary (Brockbank & McGill, 2006; Kato, 2012; Kato & Mynard, 2016, 2022). The aim of this practice is to help our learners to develop a deeper sense of awareness and control over their language learning. I will also look at how we can research this process and contribute to the growing and much-needed body of knowledge.
It was an unexpected honour to be chosen as the Kevin Cleary Invited Speaker for the 2022 JALT International Conference. This invitation is especially meaningful as I knew Kevin a little, which makes me really value and appreciate this opportunity. I remember Kevin Cleary as a dedicated educator, a well-respected leader, and someone who actively encouraged and supported others in their work in the field of language teaching. To honour his name, I would like to make sure my presentation at JALT is useful for educators working in various contexts at different stages in their careers. One powerful way we can all support learners and colleagues in their language or professional goals is to help them to reflect on the process. My talk at JALT2022 will be related to why reflection is important and what we can do to help others to reflect.
I imagine everyone has at least a vague understanding of what reflection is, but they might not be familiar with the literature which shows its important role in language education or the practical applications for our work with students and our personal and professional lives. For the past few years, I have been working alongside colleagues at my university on several research projects investigating the role of reflection inside and outside the classroom and the transformational effects it has had on our learners—and teachers. In my talk, I will share some of this work and also draw on examples of research and practice elsewhere in the world in the field of language education, general education, and other fields.
Reflection is when someone intentionally examines their experiences, thoughts, and actions with the purpose of learning about themselves, usually to inform some kind of change or personal growth. Many of us regularly engage in what Moon (2004) refers to as common sense reflecting, but this ad-hoc approach tends to be vague, unstructured, and superficial, so it does not usually result in any conceptual change (Malthouse & Roffey-Barentsen, 2013). To benefit from the reflective process, we need to go a lot deeper and engage in reflective thinking (Dewey, 1933) and reflective practice (Schön, 1983). Reflective thinking tends to be intentional and purposeful, for example, to solve a problem, and is the “active, persistent, and careful consideration” of beliefs or knowledge (Dewey, 1933, p. 118). Reflective practice is defined by Schön (1983) as a willingness to reflect on action, for example, to learn from our experiences. There are some tensions between Schön’s and Dewey’s interpretations, which I am not going to go into in my talk, but the approach that has been applied most often in the field of language education is Schönerian.
The broader literature from other fields outside the field of language education has established that reflection is necessary in learning to help people to redefine their understanding, develop self-awareness, evaluate action, enhance the quality of action, and increase accountability.
Language educators are likely to agree that engaging learners in reflection and developing strategies for self-regulation are important. However, in practice, this work is often sidelined and remains somewhat peripheral (Huang, 2021). This might be due to a lack of practical knowledge in promoting reflection or a lack of time available in an already full syllabus. If reflection is not an integral part of a language course, the hard work teachers and students are doing in classes may be ineffective.
A useful way of looking at reflection is by drawing on one of the many cyclical models developed over the past 40 years or so. Models that have most commonly been applied to our field are Kolb’s (1984) experiential learning cycle (Figure 1) and Gibbs’ (1988) reflective cycle (Figure 2). The former is based on Kolb’s cycle and can be easily applied by non-experts. We can embed activities into language tasks and intentionally help our learners to consider elements within these cycles in their own thinking and learning. This can be done through such activities as reflective journal or blog writing (Moon, 2004); games, drama, stories, and simulations (Kohonen, 2001); visualisations and models; reflective questions; self-evaluation activities; recording performances for later review (Leijen et al., 2009); discovering alternative perspectives from peers; and intentional reflective dialogue (Kato, 2012; Kato & Mynard, 2016, 2022).
However, it is important to avoid reflection for the sake of it. Hence, timing and frequency of activities are crucial, as is awareness raising for teachers and learners so that they see the value.
Figure 1
Kolb’s (1984) Experiential Learning Cycle
Figure 2
Gibbs’ (1988) Reflective Cycle
Whereas engaging in reflection alone can be effective, the process becomes more powerful if done with others through dialogue (Kato, 2012; Kato & Mynard, 2016, 2022). As Satoko Kato and I wrote, “reflection with others is more challenging and offers opportunities to discover different perspectives compared with self-reflection. To make the reflective dialogue even more powerful, it needs to be structured ‘intentionally’” (Kato & Mynard, 2016, p. 6). This is where an intentional reflective dialogue with a learning advisor (or teacher, peer, or interested “other” taking on this kind of role) can be particularly helpful. Through this dialogue, we can support others in reflecting deeply, turning their awareness into action, and often eventually experiencing fundamental shifts in their beliefs.
I believe in linking theory to practice (and back again), so my talk at JALT2022 will incorporate what reflection is, why it is important in our field, how we can promote it in learners and ourselves, and how we can research the process and make an academic contribution to the field. I look forward to seeing you in Fukuoka!
References
Brockbank, A., & McGill, I. (2006). Facilitating reflective learning through mentoring and coaching. Kogan Page Publishers.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath & Co Publishers.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Polytechnic.
Huang, L. (2021). Improving learner reflection for TESOL: Pedagogical strategies to support reflective learning. Routledge. https://doi.org/10.4324/9780429352836
Kato, S. (2012). Professional development for learning advisors: Facilitating the intentional reflective dialogue. Studies in Self-Access Learning Journal, 3(1), 74–92. https://doi.org/10.37237/030106
Kato, S., & Mynard, J. (2016). Reflective dialogue: Advising in language learning. Routledge.
Kato, S., & Mynard, J. (2022). Rifurekutibu daiarogu gakushusha otonomi o hagukumu gengo gakushu adobaijingu [Fostering autonomy through advising in language learning]. Osaka University Press.
Kohonen, V. (2001). Towards experiential foreign language education. In V. Kohonen, R. Jaatinen, P. Kaikkonen, & J. Lehtovaara (Eds.), Experiential learning in foreign language education (pp. 8–60). Pearson Education.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Prentice-Hall.
Leijen, Ä., Lam, I., Wildschut, L., Simons, P. R.-J., & Admiraal, W. (2009). Streaming video to enhance students’ reflection in dance education. Computers & Education, 52, 169–176. https://doi.org/10.1016/j.compedu.2008.07.010
Malthouse, R., & Roffey-Barentsen, J. (2013). Reflective practice in education and training. Sage Publications.
Moon, J. (2004). A handbook of reflective and experimental learning theory and practice. Routledge Falmer.
Schön, D. (1983). The reflective practitioner. How professionals think in action. Basic Books.
