Abstract

The use of reflective tasks, such as journals, as a means to enhance learning is not uncommon in higher education. However, the formative value of reflective tasks is not easily reconciled in tertiary settings where assessment requirements traditionally favour product over process. While learner perception and resolution of this tension have rarely been investigated, research confirms that learners’ level of engagement with the task is a salient parameter for learning to take place. In other words, if the task is to serve its formative purpose, learners’ perception of and engagement with the task are paramount. The present case study compares learner perceptions of two types of reflective tasks: an online blog and a traditional pen-and-paper learning journal. Findings suggest that reflective tasks can facilitate regular working habits and offer a space for use of the language, and that regular teacher monitoring strongly affects learners’ perceptions of the usefulness of the task.