Using learning journals to promote learner autonomy

Abstract

Abstract This article presents some of the findings from a larger research project which aimed to promote learner autonomy among Thai secondary school learners through strategy-based intervention. It looks specifically at how reflective journal writing, as a part of the intervention programme, helped learners develop the capacity to direct their own learning. The article also identifies potential challenges in using learning journals to promote learner autonomy in a language classroom. Findings indicate that guided reflective learning journals can be an effective tool to help learners develop metacognitive awareness about their learning process and the ability to independently direct their learning activities. The article concludes by considering how reflective journal writing can be incorporated into regular classroom practice to promote autonomous language learning.