Boosting students’ reflection on English learning in the Vietnamese context

Reflection used as one of the learning activities can significantly benefit learners, both academically and affectively. However, empirical practices are still in deficit worldwide, especially in the field of English as a foreign language (EFL) education. The present study applied a three-thematic-prompt model for learner reflection to EFL students from a university. These three themes are (i) current motivation for English learning, (ii) personal learning experiences, and (iii) improvement plans. Participants in the present study were provided the model to write personal reflections on their English learning over the first year at college. Although it was an optional homework assignment, nearly 100% of the participants completed and submitted their learner reflection papers afterwards. Exploratory results from the submitted papers’ content analysis are insightfully manifold. Students anchored seven subthemes for theme one, another seven subthemes for theme two, and ten subthemes for theme three. It proves that the applied model is constructively usable for attaining the robust power of learner reflection because it came out with not just learned values to students but also practically pedagogical insights for teachers.