Speaker
Description
Reflection is essential to experiential learning and metacognitive growth, yet end-of-semester activities often skip it in favor of administrative tasks. This session presents a structured reflective activity involving guided writing, a visual journey map, and peer affirmation, helping EFL students process their emotions and challenges while recognizing their growth across the semester. Grounded in experiential learning, metacognition, and positive psychology, the activity offers teachers a practical model for integrating these principles into their own end-of-semester practice.
Abstract section 2: Contribution/research questions
The purpose of the activity is to inspire EFL teachers to integrate principles of positive psychology while employing metacognitive strategies. Designed for the end of the semester, this activity helps students consciously examine their learning journey. Through guided prompts, students reflect on four phases: their emotions on the first day, what they learned, the challenges they faced, and how they feel at the semester’s conclusion. This structure encourages students to recognize their growth, and persistence.
Abstract section 1: Relevance
Reflection is fundamental to experiential learning and metacognitive development. Meaningful learning occurs through cycles of experience and reflection (Kolb 1984), while metacognition enables learners to monitor and regulate their own thinking processes (Schuster et al., 2020). In addition, the tenets of positive psychology emphasize recognizing strengths, cultivating positive emotions, and fostering resilience (Seligman, 2011). Despite these insights, end-of-semester activities often prioritize administrative tasks rather than structured reflection that integrates emotional growth with cognitive awareness (Eggleston & Smith, 2002; Sommers, 2011). Designing a reflective final class meeting creates a purposeful opportunity to combine metacognition and positive psychology in meaningful, sustained learning.
Abstract section 3: Content/method
The activity has three stages. It begins with guided written reflection. Students respond to prompts about their feelings at the start of the semester, the challenges they faced, what they learned, and how they feel at the end. They then create a visual journey map showing emotional highs, setbacks, and growth. Afterward, students share their reflections in a circle. The session ends with peer affirmation, as classmates offer supportive words that highlight strengths and accomplishments.
Abstract section 4: Outcomes/results
In this workshop, participants will examine sample student outputs to understand how learners responded to the prompts and created a visual journey map. They will then experience the complete end-of-semester activity from an instructor’s perspective, reflecting on their own teaching experiences. Following this, the session will explain the purpose of each stage and its connection to experiential learning, metacognition, and positive psychology. Participants will then design their own reflective framework tailored to their teaching contexts. By the end of the workshop, attendees will gain practical strategies that transform the final class meeting into a meaningful celebration of learning and community.
Abstract section 5: References
Kolb, D. A. (1984). Experiential learning: Experience as the Source of Learning and Development. Prentice Hall.
Schuster, C., Stebner, F., Leutner, D., & Wirth, J. (2020). Transfer of metacognitive skills in self-regulated learning: An experimental training study. Metacognition and Learning, 15(3), 455–477. https://doi.org/10.1007/s11409-020-09237-5
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
Eggleston, K., & Smith, A. (2002). Parting Ways: Ending Your Course. APS Observer.https://www.psychologicalscience.org/observer/parting-ways-ending-your-course
Sommers, J. (2011). Reflection revisited: The Class Collage. Journal of Basic Writing.
| Title | Ending Strong: Reflective Closure in EFL Classrooms |
|---|---|
| Teaching Context | College and university education |