Masumeh rahimivand
1
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
Saeideh Ahanghari
2
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
Nasrin Hadidi
3
(English Language Department, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
Keywords:
Abstract :
References:
Abbas, S. H. (2016). The effect of reflection-supported process-based writing teaching on Iraqi
EFL students’ writing performance and attitude. Arab World English Journal, 8(29). 1-23.
https:// doi. org/ 10. 24093/ awej/ vol7n o4.4
Adie, L., Addison, B., & Lingard, B., (2021).Assessment and learning: an in-depth analysis of
change in one school’s assessment culture, Oxford Review of Education, 47(3), 404–422.
Ahmed, A. M. (2019). Students’ reflective journaling: An impactful strategy that informs
instructional practices in an EFL writing university context in Qatar. Reflective Practice, 20(4), 483-500. https://doi.org/10.1080/14623
943.2019.1638246
Alkayid, M., (2020).The Impact of Dialogue Journal Writing on the Writing Skills of Jordanian
Efl Learners and Their Attitudes Towards Writing, Advances in Social Science, Education and Humanities Research, 443, 310-314.
AlMarwani, M. (2020). Academic writing: Challenges and potential solutions. Arab World
English Journal: Special Issue on CALL, 6, 114–121.
https:// doi. org/ 10. 24093/ awej/ call6.8
Anani Sarab, M. R., & Rahmani. S., (2023).Development and Validation of a Scenario-Based
Teacher Language Assessment Literacy Test. International Journal of Language Testing, 13(1), 67-103.
Aqly, M., Komariah, E., & Heriansyah, H. (2017). The Use of Authentic Materials in
Developing Students’ Writing Competence (An Experimental Study at SMA Lab school Unsyiah). English Education Journal, 2,61-69.
Arifa, Z. (2018). The effects of authentic materials on students’ writing of procedural text.
Journal on English as a Foreign Language, 1(2), 95.
https://doi.org/10.23971/jefl.v1i2.194
Arifin, S. (2021). Reflective journal writing: Writing processes applied by skilful and less skilful
EFL graduate students. Jurnal Pendidikan dan Pengajaran, 54(3), 539-547. https://doi.org/10.23887/jpp.v54i3.40133
Ashabi, S., Rashtchi, M., & Siyyyari, M., (2023). Promoting EFL Learners’ Writing Skills via
Reflection: The Case of Kolb’s Experiential Learning Cycle. The Journal of English Language Pedagogy and Practice, 16(32), 31-57.
Avarzamani, F., & Farahian, M., (2019). An investigation into EFL learners’ reflection in writing
and the inhibitors to their reflection, Cogent Psychology, 6(1), 1-13.
DOI: https://doi.org/10.1080/23311908.2019.1690817
Bachman, L. F., & Palmer, A. (2010). Language assessment in practice. Oxford: Oxford
University Press.
Banerjee, H. L., (2019). Investigating the Construct of Topical Knowledge in Second Language
Assessment: A Scenario-Based Assessment Approach, Language AssessmentQuarterly, 16(2), 133-160,
DOI: 10.1080/15434303.2019.1628237https://doi.org/10.1080/15434303.2019.1628237
Haines, M. –A., Cornish, L. & Bannister-Tyrrell, M. (2020). Investigating reading, critical
thinking and metacognitive abilities of possible twice-exceptional primary/secondary school students: An on-line inquiry. TalentEd, 32, 52-80.
Bardach, L., M. Klassen, R., & L. Durksen, T., (2021). The Power of Feedback and Reflection:
Testing an online scenario based learning intervention for student teachers. Computers & education. 104194. ISSN 0360-1315
https://doi.org/10.1016/j.compedu.2021.104194
Birjandi, P., Bagheri, M., & Maftoon, P. (2018). The place of critical thinking in Iranian
educational system. Foreign Language Research Journal, 7(2), 299–324.
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on
assessment and intervention. Applied Psychology, 54(2), 199-231.
Botelho, M., & Bhuyan, S. Y. (2021). Reflection before and after clinical practice—Enhancing
and broadening experience through self-, peer- and teacher-guided learning. Eurasian Journal of Dental Education, 25, 480–487. https:// doi. org/10. 1111/ eje. 12623
Boud, D., Keogh, R., & Walker, D. (2013). Promoting reflection in learning: A model. In
Reflection: Turning experience into learning (pp. 18-40). London: Routledge.
Cahyono, B. Y., & Deliany, Zh., (2022), Transforming Dialogue Journal Writing Into Pedagogy
of Online Setting: A Preliminary Study. Journal of Higher Education Theory and Practice. 22(1), 9-19.
Carroll, B., Liu, H., & Oh, S. (2015). Design considerations in the assessment of L2 integrated
skills through scenarios. The First TC/ETS forum on teaching, learning, and assessment of english language learners, New York, NY.
Carver, C. S., & Scheier, M. F. (1998). On the self-regulation of behavior. Cambridge,
UK:Cambridge University Press.
Coll, C., Mauri, T. y Onrubia J. (2008a). La utilización de las tecnologías de la información y la
comunicación en la educación: Del diseño tecno-pedagógico a las prácticas de uso. En Coll, C. y Alberto Dafonte-Gómez, Jesús Pérez-Seoane, Diana Ramahí-García 5 Monereo, C. (Ed.) Psicología de la educación virtual (47-64) . Madrid: Morata.
Coll, C., Mauri, T. y Onrubia J. (2008b). El análisis de los procesos de enseñanza y aprendizaje
mediados por las TIC: una perspectiva constructivista. En Barberá, E., Mauri, T. Y Onrubia, J. (Ed.). Cómo valorar la calidad de la enseñanza basada en las TIC. Pautas e instrumentos de análisis (47-64). Barcelona: Graó.
Comert, M., & Kutlu, O. (2018). The effect of self-assessment on achievement in writing in
English. Eğitim Bilimleri Araştırmaları Dergisi Journal of Educational Sciences Research, 8(1), 107–118. https:// doi. org/ 10. 22521/ jesr. 2018. 81.4
David, M.K. (2006). Reflection as a Language Learning and Teaching Device [Paper 49
presentation]. The International Scope Review, University of Malaya Gerald Kochappan.
Dabbagh, A. (2017). The effect of dialogue journal writing on EFL learners’ descriptive writing
performance: A quantitative study. International Journal of Applied Linguistics and English Literature, 6(3), 71-80.
http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.71
de Salvador de Arana, N., (2018). Improving Self-Regulation for Learning in EFL Writing in
Secondary Education in Blended Environments(Doctoral Dissertation, University of Barcelona, Barcelona, Spain). Retrieved from http://hdl.handle.net/10803/650340
Deane, P., Song, Y., van Rjin, P., O Reilly, T., Fowless,M., Bennett, R., Sabatini,J., & Zhang,
M., (2019). The case for scenario-based assessment of written argumentation. Reading and Writing 32(5). DOI:10.1007/s11145-018-9852-7
Deane, P., Wilson, J., Zhang, M., & Li1,Ch., van Rijn, P.,Guo, H., Roth, A., Winchester, E.,
& Richter,T.,(2021). The Sensitivity of a Scenario-Based Assessment of Written Argumentation to School Differences in Curriculum and Instruction. International Journal of Artificial Intelligence in Education, 31.57–98.
https://doi.org/10.1007/s40593-020-00227-x
Earl, L., & Katz, S. (2006). Rethinking Classroom Assessment with Purpose in Mind. Winnipeg,
Manitoba: Western Northern Canadian Protocol.
Ebrahimi. M., Izadpanah. S., & Namaziandost. E., (2021),The Impact of Writing Self
Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness. Hindawi Education Research International. 1-12.
https://doi.org/10.1155/2021/9307474
Ekman, P. (1992). An argument for basic emotions. Cognition & Emotion, 6(3-4), 169-200.
Fahim, M., & Rajabi, S. (2015). Applying self-regulated strategy development model of
instruction to teach writing skill: Effects on writing performance and writing motivation of EFL learners. International journal of research studies in education, 4(2), 29-42.
Gebremariam, H.T., & Asgede, D. M., (2023). Effects of students’ self‑reflection on improving
essay writing achievement among Ethiopian undergraduate students: a counterbalanced design Asian-Pacific Journal of Second and Foreign Language Education, 8(30), 1-21.
https://doi.org/10.1186/s40862-023-00203-7
Gil, L., Braten, I., Vidal-Abarca, E., & Stromso, H. I. (2010). Summary versus argument tasks
when working with multiple documents: Which is better for whom? Contemporary Educational Psychology, 35(3), 157–173.
https://doi.org/10.1016/j.cedpsych.2009.11.002.
Gholami, S., & Barzegar, R. (2018). The relationship between willingness to communicate and
writing proficiency of Iranian EFL learners at the upper–intermediate and advanced
levels. International Journal of Advanced Multidisciplinary Scientific Research (IJAMSR), 1, 69-81.
Gholami Mehrdad, A., (2008). The Effect of Dialogue Journal Writing on EFL Students' Writing
Skill. The Journal of Applied Linguistics, 1(1), 34-44.
Glogger, I., Schwonke, R., Holzäpfel, L., Nückles, M., & Renkl, A. (2012). Learning strategies
assessed by journal writing: Prediction of learning outcomes by quantity, quality, and combinations of learning strategies. Journal of educational psychology, 104(2), 452.
Grant, A. M. (2001). Rethinking psychological mindedness: Metacognition self-reflection and
insight. Behaviour Change, 18(1), 8-17.
Grant, A. M.,, Franklin, J., & Langford, P., (2002).The Self-Reflection and Insight Scale: A New
Measure of Private Self-Consciousness. Social Behavior and Personality, 30(8), 821-836.
DOI: 10.2224/sbp.2002.30.8.821
Guo, H., Zhang, M., Deane, P., & Bennett, R. E., (2020). Effects of Scenario-Based Assessment
on Students’ Writing Processes. Journal of Educational Data Mining, 12(1), 19-45.
Hapsari, T. C., Santosa, R., & Asib, A., (2018). Dialogue Journal: Exploring Its Use to Teach
Writing. International Journal of Multicultural and Multireligious Understanding, 5(4), 184.
Hemmati, F., & Soltanpour, F., (2012). A Comparison of the Effects of Reflective Learning
Portfolios and Dialogue Journal Wriitng on Iranian EFL Learners’ Accuracy in Writing Performance. English Language Teaching, 5(11), 16-28.
Johnson, S., & Cheng, B., (2019). The Effectiveness of Dialogue Journal Writing on the Writing
Ability of Japanese Learners of English. Language, Culture, and Communication, 11, 97-128.
Khomeijani Farahani, A. A., & Faryabi, F. (2017). The role of self-regulated learning capacities
in Iranian EFL undergraduates’ argumentative writing task performance. Research in English Language Pedagogy, 5(2), 203-222.
Klimova, B. F. (2014). Self-reflection in the course evaluation. Social and Behavioral Sciences,
141, 119–123.
https:// doi. org/ 10. 1016/j. sbspro.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2014). Experiential learning theory: Previous
research and new directions. In Perspectives on thinking, learning, and cognitive styles (pp. 227-248). London: Routledge.
Kouhpeyma, Y., & Kashefian-Naeeini, S. (2020). The effects of reflective writing on EFL
learners’ writing performance. International Journal of Multicultural and Multireligious Understanding, 7(8), 414-425.
http://dx.doi.org/10.18415/ijmmu.v7i8.1940
Kunnan, A. J., Yiwei Qin, C., & Guanfang Zhao, C., (2022). Developing a Scenario-Based
English Language Assessment in an Asian University. Language Assessment Quarterly.
DOI: 10.1080/15434303.2022.2073886
https://doi.org/10.1080/15434303.2022.2073886
Latifah, L., (2023). THE USE OF AUTHENTIC MATERIALS IN TEACHING WRITING AT
MAN 3 BANYUMAS. Skripsi thesis, UIN Prof. K.H. Saifuddin Zuhri.
Liu, H. & Brantmeier, C., (2019). I know English: self-assessment of foreign language reading
and writing abilities among young Chinese learners of English. System, (80), 60–72.
Malyn-Smith. J., (Ed.), (2002). Developing valid and Reliable Scenario-based Assessments:
New York State Family and Consumer Sciences1998–2002. Center for Education, Employment and Community. New York: Education Development Center, Inc.
Mansell, W. (2000). Conscious appraisal and the modification of automatic processes in anxiety. Behavioural & Cognitive Psychotherapy, 28(2), 99-120.
Meihami, H., & Varmaghani, Z. (2013). The Implementation of self-assessment in EFL writing
classroom. International Letters of Social and Humanistic Sciences, 9, 39-48.
Meza, A., Rodríguez, I., & Caviedes, L. (2021). Fostering EFL preservice teachers’ academic
writing skills through reflective learning. Profile Issues in Teachers Professional Development, 23(1), 89-106.
http://dx.doi.org /10.15446/profile.v23n1.85145
Moon, J. A. (2013a). A handbook of reflective and experiential learning: Theory and practice.
Routledge.
Moon, J. A. (2013b). Reflection in learning and professional development: Theory and practice.
London: Kogan Page.
Naseri, S., & Motallebzadeh, K. (2016). Podcasts: a factor to improve Iranian EFL learner'self-
regulation ability and use of technology. Journal of Educational Technology & Society, 19(2), 328-339.
Peyton, J.K., & Reed, L. (1990). Dialogue journal writing with nonnative English speakers: A
handbook for teachers. Alexandria, VA: TESOL.
Peyton, J.K., & Staton, J. (1993). Dialogue journals in the multilingual classroom: Building
language fluency and writing skills through written interaction. Norwood, NJ: Ablex.
Peyton, J.K., & Staton, J. (Eds.). (1996). Writing our lives: Reflections on dialogue journal
writing with adults learning English. McHenry, IL: Delta Systems, Inc.
Portman, S. (2020). Reflective journaling: A portal into the virtues of daily writing. The Reading
Teacher, 73(5), 597-602.
Porto, M. (2007). Learning diaries in the English as a foreign language classroom: A tool for
accessing learners' perceptions of lessons and developing learner autonomy and reflection. Foreign Language Annals, 40(4), 672-696.
Purpura, J. E. (2015). Broadening the construct of second and foreign language proficiency
through scenario-based language assessment. New York, NY: The First TC/ETS Forum on Teaching, Learning, and Assessment of English Language Learners.
Purpura, J. E. (2016). Second and foreign language assessment. The Modern Language Journal,
100(Supplement 2016), 190–208. doi:10.1111/modl.12308
Rostami Ravari, M., & Fatehi Rad, N. (2021). Impact of Dialogue Journal Writing on EFL
Learners’ Self-regulation and Reading Comprehension Performance. International Journal of Language and Translation Research, 1(3), 39-70.
DOI: 10.12906/978389966737_003
Sabatini, J., O’Reilly, T., & Deane, P. (2013). Preliminary reading literacy assessment
framework: Foundation and rationale for assessment and system design (RR-13-30). Princeton, NJ: Educational Testing Service. doi:10.1002/j.2333-8504.2013.tb02337.x
Sabatini, J. P., O’Reilly, T., Halderman, L., & Bruce, K. (2014). Broadening the scope of
reading comprehension using scenario-based assessments: Preliminary findings and challenges. L’Année Psychologique, 114, 693–723. doi:10.4074/S0003503314004059
Saeedian, S., & Ghaderi. A., (2023). Scenario‑based classroom context mode: reshaping non‑
native teachers’ decision‑making and pedagogical reasoning. Asian-Pacific Journal of Second and Foreign Language Education. 8(36), 1-19.
Safari, P., & Rashidi, N. (2015). A critical look at the EFL education and the challenges faced by
Iranian teachers in the educational system. International Journal of Progressive Education, 11(2), 14–28.
Sajedi, R. (2014). Self- assessment and portfolio production of Iranian EFL learners. Procedia-
Social and Behavioral Sciences, 98, 1641-1649.
Salim, H., Susilawati, S., & Hanif, M. (2021). Reflective writing in the pandemic period: A
university students’ reflection. Journal of Educational Technology and Online Learning, 4(1), 56-65.
http://doi.org/10.31681/ jetol.834129
Siahaan, J., Ping, M. T., Aridah, A., & Asih, U. T., (2021). The Effect of Reflective Journal
Authentic Assessment on Students’ Writing Competence and Motivation, Educational Studies: Conference Series, 1(1), 60-70.
Sierra, M., & Frodden, C., (2017). “Promoting student autonomy through self-assessment and
learning strategies,” HOW Journal, 10(1), 133–166.
https:// howjournalcolombia.org/index.php/how/article/view/377
Sudirman, A., Gemilang, A. V., & Kristanto, T. M. A. (2021). The power of reflective journal
writing for university students from the EFL perspective. Studies in English Language and Education, 8(3), 1061-1079.
http://dx.doi.org/10.24815/siele.v8i3.19105
Sukmawan, L., & Setyowati, L., (2019). Authentic Materials for Teaching Writing: A
Critical Look, International Journal of Language Education, 3(2), 68-77.
DOI:10.26858/ijole.v3i2.9609
Sumarni, M., Fauzan, M. S., Mofreh, A., & Patak, A. A. (2018). Investigating students’
reflection toward self-assessment on creative writing achievement in ESP course. International Journal of Humanities and Innovation, 1(1), 8–16.
https:// doi. org/ 10. 33750/ ijhi.
Sundana, G. P. (2018). THE USE OF AUTHENTIC MATERIAL IN TEACHING WRITING
DESCRIPTIVE TEXT. English Review: Journal of English Education, 6(1), 81.
https://doi.org/10.25134/erjee.v6i1.773
Valizadeh, M., (2021). Dialogue Journal Writing: Effects on the Quality of EFL learners’
Descriptive Writing. Papers in Education: Current Research and Practice, 9, 26-32.
Ward, N., Schell, R., Brown, C.L., & Thomason, B. (2019). Pairing Fiction and Nonfiction Texts
to Promote Literacy and Language Development of Adolescent English Learners. The
Clearing House: A Journal of Educational Strategies, Issues and Ideas, 92, 193 - 201.
DOI:10.1080/00098655.2019.1649631
Wang, X., & Han,Y. (2018). Reflective learning in teaching English speaking skills to Chinese
university students. English Language Teaching, 11(11), 109–117.
Wang, Z., Sabatini, J. S., O’Reilly, T., & Feng, G. (2017). How individual differences interact
with task demands in text processing. Scientific Studies of Reading, 21(2), 165–178. https://doi.org/10.1080/
10888438.2016.1276184.
Yulianawati, I., Saleh, M., Mujiyanto, J., & Sutopo, D. (2022). The effectiveness of writing
techniques in improving students’ writing ability with different self-esteem. Studies in English Language and Education, 9(1), 30-44.
Yulianawati, I., Saleh, M., Mujiyanto, J., & Sutopo, D. (2020). The Effect of Dialogue Journal
Writing on Students’ Writing Ability. Advances in Social Science, Education and Humanities Research, 443, 310-314.
Zhang, M., Peter W. van Rijn, Paul Deane & Randy E. Bennett (2019): Scenario-Based
Assessments in Writing: An Experimental Study, Educational Assessment, DOI:
10.1080/10627197.2018.1557515
https://doi.org/10.1080/10627197.2018.1557515
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background,
methodological developments, and future prospects. American educational research journal, 45(1), 166-183.
Abbas, S. H. (2016). The effect of reflection-supported process-based writing teaching on Iraqi
EFL students’ writing performance and attitude. Arab World English Journal, 8(29). 1-23.
https:// doi. org/ 10. 24093/ awej/ vol7n o4.4
Adie, L., Addison, B., & Lingard, B., (2021).Assessment and learning: an in-depth analysis of
change in one school’s assessment culture, Oxford Review of Education, 47(3), 404–422.
Ahmed, A. M. (2019). Students’ reflective journaling: An impactful strategy that informs
instructional practices in an EFL writing university context in Qatar. Reflective Practice, 20(4), 483-500. https://doi.org/10.1080/14623
943.2019.1638246
Alkayid, M., (2020).The Impact of Dialogue Journal Writing on the Writing Skills of Jordanian
Efl Learners and Their Attitudes Towards Writing, Advances in Social Science, Education and Humanities Research, 443, 310-314.
AlMarwani, M. (2020). Academic writing: Challenges and potential solutions. Arab World
English Journal: Special Issue on CALL, 6, 114–121.
https:// doi. org/ 10. 24093/ awej/ call6.8
Anani Sarab, M. R., & Rahmani. S., (2023).Development and Validation of a Scenario-Based
Teacher Language Assessment Literacy Test. International Journal of Language Testing, 13(1), 67-103.
Aqly, M., Komariah, E., & Heriansyah, H. (2017). The Use of Authentic Materials in
Developing Students’ Writing Competence (An Experimental Study at SMA Lab school Unsyiah). English Education Journal, 2,61-69.
Arifa, Z. (2018). The effects of authentic materials on students’ writing of procedural text.
Journal on English as a Foreign Language, 1(2), 95.
https://doi.org/10.23971/jefl.v1i2.194
Arifin, S. (2021). Reflective journal writing: Writing processes applied by skilful and less skilful
EFL graduate students. Jurnal Pendidikan dan Pengajaran, 54(3), 539-547. https://doi.org/10.23887/jpp.v54i3.40133
Ashabi, S., Rashtchi, M., & Siyyyari, M., (2023). Promoting EFL Learners’ Writing Skills via
Reflection: The Case of Kolb’s Experiential Learning Cycle. The Journal of English Language Pedagogy and Practice, 16(32), 31-57.
Avarzamani, F., & Farahian, M., (2019). An investigation into EFL learners’ reflection in writing
and the inhibitors to their reflection, Cogent Psychology, 6(1), 1-13.
DOI: https://doi.org/10.1080/23311908.2019.1690817
Bachman, L. F., & Palmer, A. (2010). Language assessment in practice. Oxford: Oxford
University Press.
Banerjee, H. L., (2019). Investigating the Construct of Topical Knowledge in Second Language
Assessment: A Scenario-Based Assessment Approach, Language AssessmentQuarterly, 16(2), 133-160,
DOI: 10.1080/15434303.2019.1628237https://doi.org/10.1080/15434303.2019.1628237
Haines, M. –A., Cornish, L. & Bannister-Tyrrell, M. (2020). Investigating reading, critical
thinking and metacognitive abilities of possible twice-exceptional primary/secondary school students: An on-line inquiry. TalentEd, 32, 52-80.
Bardach, L., M. Klassen, R., & L. Durksen, T., (2021). The Power of Feedback and Reflection:
Testing an online scenario based learning intervention for student teachers. Computers & education. 104194. ISSN 0360-1315
https://doi.org/10.1016/j.compedu.2021.104194
Birjandi, P., Bagheri, M., & Maftoon, P. (2018). The place of critical thinking in Iranian
educational system. Foreign Language Research Journal, 7(2), 299–324.
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on
assessment and intervention. Applied Psychology, 54(2), 199-231.
Botelho, M., & Bhuyan, S. Y. (2021). Reflection before and after clinical practice—Enhancing
and broadening experience through self-, peer- and teacher-guided learning. Eurasian Journal of Dental Education, 25, 480–487. https:// doi. org/10. 1111/ eje. 12623
Boud, D., Keogh, R., & Walker, D. (2013). Promoting reflection in learning: A model. In
Reflection: Turning experience into learning (pp. 18-40). London: Routledge.
Cahyono, B. Y., & Deliany, Zh., (2022), Transforming Dialogue Journal Writing Into Pedagogy
of Online Setting: A Preliminary Study. Journal of Higher Education Theory and Practice. 22(1), 9-19.
Carroll, B., Liu, H., & Oh, S. (2015). Design considerations in the assessment of L2 integrated
skills through scenarios. The First TC/ETS forum on teaching, learning, and assessment of english language learners, New York, NY.
Carver, C. S., & Scheier, M. F. (1998). On the self-regulation of behavior. Cambridge,
UK:Cambridge University Press.
Coll, C., Mauri, T. y Onrubia J. (2008a). La utilización de las tecnologías de la información y la
comunicación en la educación: Del diseño tecno-pedagógico a las prácticas de uso. En Coll, C. y Alberto Dafonte-Gómez, Jesús Pérez-Seoane, Diana Ramahí-García 5 Monereo, C. (Ed.) Psicología de la educación virtual (47-64) . Madrid: Morata.
Coll, C., Mauri, T. y Onrubia J. (2008b). El análisis de los procesos de enseñanza y aprendizaje
mediados por las TIC: una perspectiva constructivista. En Barberá, E., Mauri, T. Y Onrubia, J. (Ed.). Cómo valorar la calidad de la enseñanza basada en las TIC. Pautas e instrumentos de análisis (47-64). Barcelona: Graó.
Comert, M., & Kutlu, O. (2018). The effect of self-assessment on achievement in writing in
English. Eğitim Bilimleri Araştırmaları Dergisi Journal of Educational Sciences Research, 8(1), 107–118. https:// doi. org/ 10. 22521/ jesr. 2018. 81.4
David, M.K. (2006). Reflection as a Language Learning and Teaching Device [Paper 49
presentation]. The International Scope Review, University of Malaya Gerald Kochappan.
Dabbagh, A. (2017). The effect of dialogue journal writing on EFL learners’ descriptive writing
performance: A quantitative study. International Journal of Applied Linguistics and English Literature, 6(3), 71-80.
http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.71
de Salvador de Arana, N., (2018). Improving Self-Regulation for Learning in EFL Writing in
Secondary Education in Blended Environments(Doctoral Dissertation, University of Barcelona, Barcelona, Spain). Retrieved from http://hdl.handle.net/10803/650340
Deane, P., Song, Y., van Rjin, P., O Reilly, T., Fowless,M., Bennett, R., Sabatini,J., & Zhang,
M., (2019). The case for scenario-based assessment of written argumentation. Reading and Writing 32(5). DOI:10.1007/s11145-018-9852-7
Deane, P., Wilson, J., Zhang, M., & Li1,Ch., van Rijn, P.,Guo, H., Roth, A., Winchester, E.,
& Richter,T.,(2021). The Sensitivity of a Scenario-Based Assessment of Written Argumentation to School Differences in Curriculum and Instruction. International Journal of Artificial Intelligence in Education, 31.57–98.
https://doi.org/10.1007/s40593-020-00227-x
Earl, L., & Katz, S. (2006). Rethinking Classroom Assessment with Purpose in Mind. Winnipeg,
Manitoba: Western Northern Canadian Protocol.
Ebrahimi. M., Izadpanah. S., & Namaziandost. E., (2021),The Impact of Writing Self
Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness. Hindawi Education Research International. 1-12.
https://doi.org/10.1155/2021/9307474
Ekman, P. (1992). An argument for basic emotions. Cognition & Emotion, 6(3-4), 169-200.
Fahim, M., & Rajabi, S. (2015). Applying self-regulated strategy development model of
instruction to teach writing skill: Effects on writing performance and writing motivation of EFL learners. International journal of research studies in education, 4(2), 29-42.
Gebremariam, H.T., & Asgede, D. M., (2023). Effects of students’ self‑reflection on improving
essay writing achievement among Ethiopian undergraduate students: a counterbalanced design Asian-Pacific Journal of Second and Foreign Language Education, 8(30), 1-21.
https://doi.org/10.1186/s40862-023-00203-7
Gil, L., Braten, I., Vidal-Abarca, E., & Stromso, H. I. (2010). Summary versus argument tasks
when working with multiple documents: Which is better for whom? Contemporary Educational Psychology, 35(3), 157–173.
https://doi.org/10.1016/j.cedpsych.2009.11.002.
Gholami, S., & Barzegar, R. (2018). The relationship between willingness to communicate and
writing proficiency of Iranian EFL learners at the upper–intermediate and advanced
levels. International Journal of Advanced Multidisciplinary Scientific Research (IJAMSR), 1, 69-81.
Gholami Mehrdad, A., (2008). The Effect of Dialogue Journal Writing on EFL Students' Writing
Skill. The Journal of Applied Linguistics, 1(1), 34-44.
Glogger, I., Schwonke, R., Holzäpfel, L., Nückles, M., & Renkl, A. (2012). Learning strategies
assessed by journal writing: Prediction of learning outcomes by quantity, quality, and combinations of learning strategies. Journal of educational psychology, 104(2), 452.
Grant, A. M. (2001). Rethinking psychological mindedness: Metacognition self-reflection and
insight. Behaviour Change, 18(1), 8-17.
Grant, A. M.,, Franklin, J., & Langford, P., (2002).The Self-Reflection and Insight Scale: A New
Measure of Private Self-Consciousness. Social Behavior and Personality, 30(8), 821-836.
DOI: 10.2224/sbp.2002.30.8.821
Guo, H., Zhang, M., Deane, P., & Bennett, R. E., (2020). Effects of Scenario-Based Assessment
on Students’ Writing Processes. Journal of Educational Data Mining, 12(1), 19-45.
Hapsari, T. C., Santosa, R., & Asib, A., (2018). Dialogue Journal: Exploring Its Use to Teach
Writing. International Journal of Multicultural and Multireligious Understanding, 5(4), 184.
Hemmati, F., & Soltanpour, F., (2012). A Comparison of the Effects of Reflective Learning
Portfolios and Dialogue Journal Wriitng on Iranian EFL Learners’ Accuracy in Writing Performance. English Language Teaching, 5(11), 16-28.
Johnson, S., & Cheng, B., (2019). The Effectiveness of Dialogue Journal Writing on the Writing
Ability of Japanese Learners of English. Language, Culture, and Communication, 11, 97-128.
Khomeijani Farahani, A. A., & Faryabi, F. (2017). The role of self-regulated learning capacities
in Iranian EFL undergraduates’ argumentative writing task performance. Research in English Language Pedagogy, 5(2), 203-222.
Klimova, B. F. (2014). Self-reflection in the course evaluation. Social and Behavioral Sciences,
141, 119–123.
https:// doi. org/ 10. 1016/j. sbspro.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2014). Experiential learning theory: Previous
research and new directions. In Perspectives on thinking, learning, and cognitive styles (pp. 227-248). London: Routledge.
Kouhpeyma, Y., & Kashefian-Naeeini, S. (2020). The effects of reflective writing on EFL
learners’ writing performance. International Journal of Multicultural and Multireligious Understanding, 7(8), 414-425.
http://dx.doi.org/10.18415/ijmmu.v7i8.1940
Kunnan, A. J., Yiwei Qin, C., & Guanfang Zhao, C., (2022). Developing a Scenario-Based
English Language Assessment in an Asian University. Language Assessment Quarterly.
DOI: 10.1080/15434303.2022.2073886
https://doi.org/10.1080/15434303.2022.2073886
Latifah, L., (2023). THE USE OF AUTHENTIC MATERIALS IN TEACHING WRITING AT
MAN 3 BANYUMAS. Skripsi thesis, UIN Prof. K.H. Saifuddin Zuhri.
Liu, H. & Brantmeier, C., (2019). I know English: self-assessment of foreign language reading
and writing abilities among young Chinese learners of English. System, (80), 60–72.
Malyn-Smith. J., (Ed.), (2002). Developing valid and Reliable Scenario-based Assessments:
New York State Family and Consumer Sciences1998–2002. Center for Education, Employment and Community. New York: Education Development Center, Inc.
Mansell, W. (2000). Conscious appraisal and the modification of automatic processes in anxiety. Behavioural & Cognitive Psychotherapy, 28(2), 99-120.
Meihami, H., & Varmaghani, Z. (2013). The Implementation of self-assessment in EFL writing
classroom. International Letters of Social and Humanistic Sciences, 9, 39-48.
Meza, A., Rodríguez, I., & Caviedes, L. (2021). Fostering EFL preservice teachers’ academic
writing skills through reflective learning. Profile Issues in Teachers Professional Development, 23(1), 89-106.
http://dx.doi.org /10.15446/profile.v23n1.85145
Moon, J. A. (2013a). A handbook of reflective and experiential learning: Theory and practice.
Routledge.
Moon, J. A. (2013b). Reflection in learning and professional development: Theory and practice.
London: Kogan Page.
Naseri, S., & Motallebzadeh, K. (2016). Podcasts: a factor to improve Iranian EFL learner'self-
regulation ability and use of technology. Journal of Educational Technology & Society, 19(2), 328-339.
Peyton, J.K., & Reed, L. (1990). Dialogue journal writing with nonnative English speakers: A
handbook for teachers. Alexandria, VA: TESOL.
Peyton, J.K., & Staton, J. (1993). Dialogue journals in the multilingual classroom: Building
language fluency and writing skills through written interaction. Norwood, NJ: Ablex.
Peyton, J.K., & Staton, J. (Eds.). (1996). Writing our lives: Reflections on dialogue journal
writing with adults learning English. McHenry, IL: Delta Systems, Inc.
Portman, S. (2020). Reflective journaling: A portal into the virtues of daily writing. The Reading
Teacher, 73(5), 597-602.
Porto, M. (2007). Learning diaries in the English as a foreign language classroom: A tool for
accessing learners' perceptions of lessons and developing learner autonomy and reflection. Foreign Language Annals, 40(4), 672-696.
Purpura, J. E. (2015). Broadening the construct of second and foreign language proficiency
through scenario-based language assessment. New York, NY: The First TC/ETS Forum on Teaching, Learning, and Assessment of English Language Learners.
Purpura, J. E. (2016). Second and foreign language assessment. The Modern Language Journal,
100(Supplement 2016), 190–208. doi:10.1111/modl.12308
Rostami Ravari, M., & Fatehi Rad, N. (2021). Impact of Dialogue Journal Writing on EFL
Learners’ Self-regulation and Reading Comprehension Performance. International Journal of Language and Translation Research, 1(3), 39-70.
DOI: 10.12906/978389966737_003
Sabatini, J., O’Reilly, T., & Deane, P. (2013). Preliminary reading literacy assessment
framework: Foundation and rationale for assessment and system design (RR-13-30). Princeton, NJ: Educational Testing Service. doi:10.1002/j.2333-8504.2013.tb02337.x
Sabatini, J. P., O’Reilly, T., Halderman, L., & Bruce, K. (2014). Broadening the scope of
reading comprehension using scenario-based assessments: Preliminary findings and challenges. L’Année Psychologique, 114, 693–723. doi:10.4074/S0003503314004059
Saeedian, S., & Ghaderi. A., (2023). Scenario‑based classroom context mode: reshaping non‑
native teachers’ decision‑making and pedagogical reasoning. Asian-Pacific Journal of Second and Foreign Language Education. 8(36), 1-19.
Safari, P., & Rashidi, N. (2015). A critical look at the EFL education and the challenges faced by
Iranian teachers in the educational system. International Journal of Progressive Education, 11(2), 14–28.
Sajedi, R. (2014). Self- assessment and portfolio production of Iranian EFL learners. Procedia-
Social and Behavioral Sciences, 98, 1641-1649.
Salim, H., Susilawati, S., & Hanif, M. (2021). Reflective writing in the pandemic period: A
university students’ reflection. Journal of Educational Technology and Online Learning, 4(1), 56-65.
http://doi.org/10.31681/ jetol.834129
Siahaan, J., Ping, M. T., Aridah, A., & Asih, U. T., (2021). The Effect of Reflective Journal
Authentic Assessment on Students’ Writing Competence and Motivation, Educational Studies: Conference Series, 1(1), 60-70.
Sierra, M., & Frodden, C., (2017). “Promoting student autonomy through self-assessment and
learning strategies,” HOW Journal, 10(1), 133–166.
https:// howjournalcolombia.org/index.php/how/article/view/377
Sudirman, A., Gemilang, A. V., & Kristanto, T. M. A. (2021). The power of reflective journal
writing for university students from the EFL perspective. Studies in English Language and Education, 8(3), 1061-1079.
http://dx.doi.org/10.24815/siele.v8i3.19105
Sukmawan, L., & Setyowati, L., (2019). Authentic Materials for Teaching Writing: A
Critical Look, International Journal of Language Education, 3(2), 68-77.
DOI:10.26858/ijole.v3i2.9609
Sumarni, M., Fauzan, M. S., Mofreh, A., & Patak, A. A. (2018). Investigating students’
reflection toward self-assessment on creative writing achievement in ESP course. International Journal of Humanities and Innovation, 1(1), 8–16.
https:// doi. org/ 10. 33750/ ijhi.
Sundana, G. P. (2018). THE USE OF AUTHENTIC MATERIAL IN TEACHING WRITING
DESCRIPTIVE TEXT. English Review: Journal of English Education, 6(1), 81.
https://doi.org/10.25134/erjee.v6i1.773
Valizadeh, M., (2021). Dialogue Journal Writing: Effects on the Quality of EFL learners’
Descriptive Writing. Papers in Education: Current Research and Practice, 9, 26-32.
Ward, N., Schell, R., Brown, C.L., & Thomason, B. (2019). Pairing Fiction and Nonfiction Texts
to Promote Literacy and Language Development of Adolescent English Learners. The
Clearing House: A Journal of Educational Strategies, Issues and Ideas, 92, 193 - 201.
DOI:10.1080/00098655.2019.1649631
Wang, X., & Han,Y. (2018). Reflective learning in teaching English speaking skills to Chinese
university students. English Language Teaching, 11(11), 109–117.
Wang, Z., Sabatini, J. S., O’Reilly, T., & Feng, G. (2017). How individual differences interact
with task demands in text processing. Scientific Studies of Reading, 21(2), 165–178. https://doi.org/10.1080/
10888438.2016.1276184.
Yulianawati, I., Saleh, M., Mujiyanto, J., & Sutopo, D. (2022). The effectiveness of writing
techniques in improving students’ writing ability with different self-esteem. Studies in English Language and Education, 9(1), 30-44.
Yulianawati, I., Saleh, M., Mujiyanto, J., & Sutopo, D. (2020). The Effect of Dialogue Journal
Writing on Students’ Writing Ability. Advances in Social Science, Education and Humanities Research, 443, 310-314.
Zhang, M., Peter W. van Rijn, Paul Deane & Randy E. Bennett (2019): Scenario-Based
Assessments in Writing: An Experimental Study, Educational Assessment, DOI:
10.1080/10627197.2018.1557515
https://doi.org/10.1080/10627197.2018.1557515
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background,
methodological developments, and future prospects. American educational research journal, 45(1), 166-183.
