Examining the Impact of Reflective Writing on Fostering Critical Thinking Skills in Korean ESL Students: An Analysis of Writing Outputs and Critical Thinking Aspects
DOI:
https://doi.org/10.5281/zenodo.22113763Keywords:
Reflective Writing, Critical Thinking, Korean ESL students, English as Second Language, Action Research, Reflective ThinkingAbstract
This action research delves into the impact of reflective writing on nurturing critical thinking skills among Korean middle school students from Geumsan, with a focus on analyzing writing outputs and critical thinking aspects. In a rapidly evolving global landscape, it is imperative to equip students with 21st-century skills. Among these skills, critical thinking stands out as essential for future adaptability and interdisciplinary success. Within the realm of English as a Second Language (ESL) education, reflective writing activities have traditionally served as tools for fostering critical thinking. However, integrating reflective writing into these assessments presents a novel approach to not only enhance academic performance but also instill vital life skills. While existing research has explored the efficacy of reflective writing predominantly among undergraduate and postgraduate students, its impact on middle school ESL students remains underexplored. Thus, this study aims to fill this gap by investigating the impact of reflective writing on critical thinking skills development among middle school ESL students and offering insights for educators seeking to integrate reflective practices into their teaching methodologies. Through qualitative analysis of data gathered from reflective writing prompts, samples, and interviews, this research will identify specific aspects of critical thinking nurtured through reflective writing, such as analysis, evaluation, inference, interpretation, and self-awareness. Patton’s content analysis will further elucidate the students' critical thinking abilities while engaging in reflective writing practices. By delving into the relationship between reflective writing and critical thinking, this study contributes to the advancement of ESL pedagogy and offers valuable implications for educators striving to cultivate critical thinking skills in their students.
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