Infusing Reflective Learning into Process Writing Instruction: Effects on Grade 11 Students’ Writing Strategies Use and Self-efficacy at Kumsa Moroda Secondary School

Abstract

The main objective of this study is to research the effects of infusing reflective learning into process writing instruction on secondary school students' use of process writing strategies and self-efficacy in paragraph writing. Two intact classes of grade 11 students participated in the study. A concurrent quasi-experimental design is employed. A purposive sampling technique is used to choose these two groups, and the lottery sampling technique is utilized to assign them to the experimental and control groups. As data collection instruments, pre- and post-tests, a self-efficacy questionnaire, and semi-structured interviews were employed. An independent samples t-test was employed to analyze the data, and mean, standard deviation, and inferential statistics were employed to report the data.  The findings show that students' usage of planning, drafting, revising, and editing techniques was significantly improved because of infusing reflective learning into process writing instructions, and they also have developed higher levels of writing self-efficacy. The study concludes that infusing reflective learning into process writing instruction is an effective pedagogical instructional technique in improving students' use of process writing strategies and self-efficacy toward writing. It suggests that secondary school students could be encouraged to use reflective learning in process writing instructions during paragraph-writing tasks.