Digital learning diary as a tool for enhancing EFL learners' metacognitive reflection

Self-regulation is an increasingly important metacognitive skill in learning requiring metacognitive awareness and experience. We investigate the role of digital learning diary and cognitive-metacognitive prompts in changing learners' metacognitive reflection deeper and more profound. We investigated the advancement of reflection skills of college students based on their learning diary entries. The data were analyzed drawn on Poldner et al [1] five argumentation levels. The findings indicated a significant growth in all levels, most notably in evaluation and justification levels. The factors affecting learners' reflection skills are discussed in the article.