INTEGRATING REFLECTIVE LEARNING STRATEGIES INTO THE METHODOLOGY OF TEACHING ENGLISH WRITING SKILLS

Abstract

This article examines how reflective learning strategies can be integrated into the methodology of teaching English writing skills. Writing is treated not only as the production of a finished text but also as a recursive process involving planning, drafting, monitoring, revising and evaluating. Drawing on process-oriented approaches to writing, metacognitive learning and formative assessment, the article develops a practical framework that connects reflective prompts, learning journals, peer response, revision logs and self-assessment rubrics with the stages of writing instruction. The study uses a qualitative, conceptual-analytical design: relevant pedagogical literature is synthesized and an illustrative sequence of classroom activities is constructed. The results are presented as a methodological framework rather than as empirical evidence of measured learning gains. The analysis suggests that reflection can make learners’ decisions more explicit, support purposeful revision and encourage greater responsibility for writing development when reflection is specific, scaffolded and linked to observable features of a text. The article also identifies implementation conditions, including clear criteria, teacher modelling, manageable reflection tasks and a distinction between language correction and higher-order revision. The proposed framework may be adapted for English as a Foreign Language (EFL) contexts and evaluated in future classroom-based research.