Exploring the Effectiveness of Reflective journaling as an instructional strategy to Improve EFL Learner’sSpeaking Performance In Middle School Education in Sidi Bel Abbes
| dc.contributor.author | Amina Souhila KALALIZ | |
| dc.date.accessioned | 2026-09-08T10:36:32Z | |
| dc.date.available | 2026-09-08T10:36:32Z | |
| dc.date.issued | 2026 | |
| dc.description.abstract | Speaking performance is a key element to communicate effectively and understand any language. Recently, English has gained increased prominence within the Algerian educational system, which is considered a valuable step towards global communication. Yet, Algerian EFL middle school learners face many difficulties with speaking performance specifically in its components, which are fluency, accuracy, vocabulary, and pronunciation due to many psychological, linguistic and pedagogical factors. Reflective journaling could be used as an instructional strategy in the EFL classroom, where it enables learners to become aware of their own speaking experiences and performance, then identify the root cause behind them, and finally have a plan to self-regulate. This research intended to explore the effectiveness of using reflective journaling as an instructional strategy to improve speaking performance components which are fluency, accuracy, vocabulary, and pronunciation among Algerian EFL middle school learners. It also explored both teachers’ and students’ perceptions in the use of this strategy in EFL classrooms. A mixed-methods action research design was adopted, involving a 4-session intervention, pre- and post-intervention questionnaires, and structured reflective journals conducted with 10 middle school learners at “Académie 22 Private School” in Sidi Bel Abbès. In addition, classroom observation examined learners’ behavior during sessions, and semi-structured interviews investigated 8 EFL teachers' perceptions. After collecting the data, the quantitative results were analyzed descriptively, while the qualitative data were analyzed thematically. The findings showed an obvious improvement in learners’ speaking performance components, along with an increase in speaking confidence and a decrease in foreign language Anxiety. Classroom observation reported high learner engagement, and both teachers and students perceived this strategy as effective in the EFL classroom. Overall, these results indicate that reflective journaling is an effective strategy for speaking performance development in Algerian EFL learners. Despite of the positive results, the study faced limitations such as a small sample size, a short intervention period, and the absence of a control group. | |
| dc.identifier.citation | 656 | |
| dc.identifier.uri | https://dspace.univ-sba.dz/handle/123456789/2712 | |
| dc.language.iso | en_US | |
| dc.title | Exploring the Effectiveness of Reflective journaling as an instructional strategy to Improve EFL Learner’sSpeaking Performance In Middle School Education in Sidi Bel Abbes | |
| dc.type | Thesis |
