Reflective Journaling Exploring EFL Students' Ethnocentric Perspectives through Cultural Self-inquiry
Abstract
The purpose of the study is to synthesize how reflective journal writing may facilitate English-as-a-foreign-language (EFL) students with exploring their ethnocentric framing of learning activities. The paper is divided into four sections. The first contextualizes EFL students in zone of proximal development (ZPD) to be able to internalize learning activities, and challenges with mediating support of interlocutors or cultural artifacts. The second defines educational objectives for EFL students to acquire intercultural skills of interpreting their ethnocentric perspectives while studying internationally. The third reviews how reflective journaling has been utilized as a students' meaningful examination of L1/L2 learning practices across academia in order to delineate the ways through which EFL students can employ this tool. Finally, based on the research reviewed, this paper proposes some ways to encourage EFL students to implement reflective journaling for interrogating their ethnocentric standpoints in light of international educational settings.
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