Abstract:

Reflective journaling has been widely recognised as an effective practice for supporting professional awareness and personal development, not only in commercial and organisational contexts but also in education. In English as a Foreign Language (EFL) settings, reflective writing may offer additional value by supporting language development and learners’ emotional involvement in the learning process. This qualitative study investigates the perceived benefits of reflective journaling among pre-service English language teachers, with particular attention to its relationship with mindfulness when reflections are produced in a foreign language. In addition, the study examines the role of the foreign language in the journaling process in comparison with participants’ mother tongue. The research was framed as a case study in order to provide an in-depth understanding of this practice within a specific group of pre-service English language teachers and to capture participants’ experiences over time. Data were obtained through pre- and post-questionnaires, as well as side notes accompanying journal entries, because the entries themselves contained sensitive personal information. The findings offer insights into how reflective journaling in a foreign language may shape both teacher development and mindful awareness during teacher preparation.

Keywords:

Reflective journaling, mindfulness, EFL, pre-service teachers.