Self-Reflection of Student Through of a Dialogic Inquiry Approach in Writing

Abstract

Writing instruction in EFL contexts involves not only the development of language proficiency but also the ability to evaluate ideas, revise drafts, and recognize strengths and weaknesses in the writing process. However, many students still experience difficulties in engaging in critical and sustained self-reflection. This study aims to describe students’ self-reflection experiences and identify the factors that support and hinder its development through Dialogic Inquiry-based writing instruction. A qualitative case study design was employed with seven English Education students who had participated in academic writing instruction using the Dialogic Inquiry approach. Data were collected through open-ended questionnaires, semi-structured interviews, and documentation, and were analyzed thematically. The findings indicate that students’ self-reflection developed through dialogic discussions, questioning, peer and lecturer feedback, and revision activities. These processes enabled students to become more aware of the organization, coherence, argument quality, and clarity of their writing. The development of self-reflection was supported by instructional scaffolding, peer feedback, checklists, and rubrics. Nevertheless, students also encountered several challenges, including difficulty maintaining objectivity, confusion when applying feedback during revision, and fatigue throughout the writing process. The study concludes that Dialogic Inquiry provides a meaningful and interactive learning environment that encourages students to reflect on their writing more actively and critically. Its implication is that EFL writing instruction should integrate structured dialogue, feedback, and reflective tools to strengthen students’ metacognitive awareness and support continuous improvement in writing. Dialogic and reflective practices have also been associated with greater self-regulation and awareness in EFL writing development.