Executing reflective writing in an EAP context using Edmodo

Abstract

Reflective practice encourages students to deliberately observe, analyse, comprehend and rework materials assigned to them. Writing reflections based on an asynchronous environment is regarded as an essential part of a learning process in the 21st century language classroom as it allows learners to critically reflect on their learning, in addition to being in control of a meaningful learning experience. This paper reports on the potential of reflective writing coupled with the Connectivism theory as a practice in an English for Academic Purposes (EAP) course. Students taking an EAP course at a private institution of higher learning were exposed through a series of materials posted on Edmodo which needed reflective writing. At the end of the course, focus group discussions and face to face interviews were carried out to ascertain how reflective writing supported them in critical analysis and writing using English on the materials posted. The findings of this study report the use of reflective writing carried out asynchronously using Edmodo as an effective pedagogy for learning English, promoting student autonomy and active participation in learning. Among others, findings also point to the strength of reflective writing as a tool in developing critical thinking, creativity and problem solving.