An investigation of critical reflection as a pedagogical tool in a university-wide language programme

Abstract

Critical reflection is widely accepted as a powerful pedagogical tool in the literature. Its development and practice are common in educational fields with a practicum element in their training, such as Medicine and Teacher Training. However, this is not the case in Applied Linguistics where traditional transmission methods of teaching and learning are still widely used. Moreover, these methods are expected by students who have rigid views of what teaching involves by the time they get to third-level education. Through a technical action research project, the current study sought to investigate students' and teachers' perceptions regarding using critical reflection as a pedagogical tool in an institution-wide language programme (IWLP) with a view to creating evidence-based guidelines for the implementation of a learning journal in future IWLPs. It was found that there are challenges in introducing a critical reflection as a pedagogical tool in this setting but with structured instruction and guidance around the process and purpose of critical reflection in language learning, these challenges can be overcome. With this being the case, students and teachers reported that critically reflecting in a learning journal during their IWLP studies transformed their learning experience, helped them take responsibility for learning, set achievable goals, recognise problem areas and create strategies to overcome them, and enjoy language learning. The findings of this study not only provide a blueprint for introducing learning journals to IWLPs, but considering the findings regarding students' perceptions of their poor language learning experiences in secondary education, it would be reasonable to suggest that a similar investigation would be worthwhile considering at second level.