Exploring Reflexivity in Students’ Diaries
Writing Styles and Critical Reflections on Dominant Discourse
DOI:
https://doi.org/10.14500/kujhss.v8n1y2025.pp519-531Keywords:
Diary Writing, Reflexivity, Modes of Reflection, Critical Reflection, Assessment for learningAbstract
Writing diary as an assessment tool for learning has many advantages for language learners; however, in higher education, it is frequently disregarded as a reflective practice tool. Also, least attention has been given to this practice in the Kurdistan Region of Iraq (KRI) classrooms. This study aims to explore reflexivity in students’ diary writings, and it also aims to determine the types of the diaries and the level of criticality. The data is taken from the assignments of 66 students from two modules at Soran University. A content analysis method is used for data analysis based on Kember et al.’s (2008) classification of the types of diaries. The study findings reveal that an overwhelming majority of the students are rather non- reflective in their diaries. With regard to the rest, 22 students were rather reflective in some paragraphs and only 3 students were critically reflective and this criticality was not on the classroom discourse but rather, teacher practices. Based on the findings, the implications were that classroom pedagogical practices and cultural aspects have not assisted the process and in so many other aspects the students have not been given frequent feedback. The study recommends that teachers should be provided with training on how to monitor students’ progress, and how to utilize scaffolding with peers. Providing support can also help students to be reflective and critical in their diaries.
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