LEARNING LOG AS A DIDACTIC TOOL
FOR INDEPENDENT LEARNING
EL DIARIO DE ACTIVIDADES COMO
HERRAMIENTA DIDÁCTICA DE
APRENDIZAJE AUTÓNOMO
Leonardo David Guaygua Mejía
Instituto Superior Tecnológico Martha Bucaram de Roldós, Ecuador
Yessenia Natalia Guatatuca Yumbo
Instituto Superior Tecnológico Martha Bucaram de Roldós, Ecuador
Gustavo Enrique Toapanta Rodríguez
Universidad Estatal Amazónica, Ecuador
María Marlene Lescano Toapanta
Ministerio de Educación, Ecuador
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DOI: https://doi.org/10.37811/cl_rcm.v8i6.15171
Learning Log as a Didactic Tool for Independent Learning
Leonardo David Guaygua Mejía1
lguaygua@institutos.gob.ec
https://orcid.org/0009-0008-1382-2958
Instituto Superior Tecnológico
Martha Bucaram de Roldós
Ecuador
Yessenia Natalia Guatatuca Yumbo
yguatatuca@intitutos.gob.ec
https://orcid.org/0009-0001-7200-0224
Instituto Superior Tecnológico
Martha Bucaram de Roldós
Ecuador
Gustavo Enrique Toapanta Rodríguez
ge.toapantar@uea.edu.ec
https://orcid.org/0009-0005-5891-3528
Universidad Estatal Amazónica
Ecuador
María Marlene Lescano Toapanta
Maria.lescano@educacion.gob.ec
https://orcid.org/0009-0003-8188-6607
Ministerio de Educacion
Ecuador
ABSTRACT
This study examines the influence of implementing learning logs as a tool on students' independent
learning, focusing on how reflective practices impact language acquisition, engagement, and self-
directed learning in A2 English students at Martha Bucaram college in Sucumbios province. Learning
logs, which encourage students to document and reflect on their progress, provide a structured method
for building vocabulary, enhancing comprehension, and promoting metacognitive skills. Through
regular use, students gain greater insight into their strengths, challenges, and learning strategies, which
fosters increased language retention and self-confidence. Moreover, learning logs serve as a bridge
between students and teachers, allowing instructors to offer tailored feedback and adjust their teaching
strategies based on individual progress. Findings suggest that learning logs not only facilitate language
proficiency but also nurture autonomy and a growth mindset, equipping students with valuable skills
for lifelong learning. This research highlights the value of integrating learning logs in language curricula
to create reflective, engaged, and independent learners.
Keywords: learning log, engagement, independent learning, feedback
1
Autor principal.
Correspondencia: lguaygua@institutos.gob.ec
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El Diario de Actividades como Herramienta Didáctica de Aprendizaje
Autónomo
RESUMEN
Este estudio examina la influencia de la implementación de diarios de actividades como herramienta en
el aprendizaje independiente, centrándose en cómo las prácticas reflexivas impactan la adquisición del
lenguaje, la participación y el aprendizaje autodirigido en estudiantes de inglés A2 del Instituto Superior
Tecnológico Martha Bucaram en la provincia de Sucumbios. Los registros de aprendizaje, que animan
a los estudiantes a documentar y reflexionar sobre su progreso, proporcionan un método estructurado
para desarrollar vocabulario, mejorar la comprensión y promover habilidades metacognitivas. Mediante
el uso regular, los estudiantes obtienen una mayor comprensión de sus fortalezas, desafíos y estrategias
de aprendizaje, lo que fomenta una mayor retención del idioma y la confianza en sí mismos. Además,
los registros de aprendizaje sirven como puente entre estudiantes y profesores, lo que permite a los
instructores ofrecer comentarios personalizados y ajustar sus estrategias de enseñanza en función del
progreso individual. Los hallazgos sugieren que los registros de aprendizaje no solo facilitan el dominio
del idioma, sino que también fomentan la autonomía y una mentalidad de crecimiento, equipando a los
estudiantes con habilidades valiosas para el aprendizaje permanente. Esta investigación destaca el valor
de integrar registros de aprendizaje en los planes de estudios de idiomas para crear estudiantes
reflexivos, comprometidos e independientes.
Palabra clave: diario de actividades, compromiso, aprendizaje autónomo, retroalimentación
Artículo recibido 10 octubre 2024
Aceptado para publicación: 15 noviembre 2024
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INTRODUCTION
Autonomous learning of a foreign language is needed to create an opportunity to assist in language.
Constant immersion is necessary in every kind of foreign language learning. An autonomous learner is
not bound to the four walls of the classroom but instead seeks every other avenue outside the formal
environment: practicing with native speakers, watching movies, listening to podcasts, and even reading
books in the target language. This is how fluency and competence can be achieved through constant
exposure and assessing language skills. An instrument for assessing learning is a log. These logs are
often used in conjunction with work-based learning, or courses where action learning represents the
optimum pedagogical approach to realizing learning outcomes. Learning logs are soundly positioned as
an assessment instrument. Their structure is very different from other standard assessments, such as
essays and reports, and they are quite useful in facilitating the reflection of students regarding their
learning (Friesner & Hart, 2005). In independent learning, the log is an important tool that records,
organizes, and reflects an individual's learning experience. By recording activities, setting goals, and
pinpointing areas needing improvement, the log lends itself to self-managed learning. One is able to
monitor his learning, spot hindrances, and assess the efficiency of his learning strategies through
frequent entries (Sheera & Yadav, 2022). Additionally, logs provide a venue for self-awareness and
metacognition skills required for autonomous learning. They may be used to solidify the acquisition of
new knowledge, modify learning plans, and assess progress in reaching goals. As students develop
reflective and self-assessment habits, logs support continued learning and more individualized and
effective teaching approaches (Alvarez-Ayure et al., 2018).
With the information presented above, this study proposes to determine the incidence of the learning
log in the autonomous learning of English as a foreign language. For this reason, the population of
students at Martha Bucaram de Roldós College in Lago Agrio city, province of Sucumbíos, at level A2
will be taken as a reference. In addition, information will be obtained from the teachers of the Language
Center (CEDI) from this institution. The concrete reason for this research is a need to investigate the
construction of novel visions about the teaching-learning process, efficaciously generating relevant and
effective learning results for all, since everybody has to communicate and live in agreement according
to a pattern of norms, values, and attitudes.
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Previous studies have identified problems in the development of communication skills, which can be
evidenced in a high percentage of students in the classroom in topics such as; the lack of fluency in
complex words, adding words that are not part of the reading, as well as omitting others, poor
understanding of the assigned readings, all of this related to weak autonomous learning. This countless
problems detected undoubtedly lead to low self-esteem of the students and, consequently, to their poor
academic performance, which is directly related to the loss of the academic period and greater school
dropout (Dahua & Baño, 2024).
The present study is in a convenient position for development, thereby enhancing the teaching-learning
strategies within didactics that promote autonomous learning of a foreign language. This is because not
many studies have been conducted based on the topic of learning logs, mainly dealing with the
educational reality of the Ecuadorian Amazon. On the other hand, this research work will contribute to
expanding the data on learning log strategies, which will serve to contrast with other studies of the same
line of research and thus be able to analyze the results at different levels of academic training. Finally,
this study is of methodological use, as the results could serve as a starting point for further research,
provided that comparable methodologies have been utilized. This makes it possible to compare it across
different periods, and its implementation is feasible because all the resources needed to complete it are
available. Finally, this study has methodological utility in that the results may give a baseline on which
other studies can be based, assuming those were using comparable methodologies as well. This allows
for comparisons across periods, and its execution is viable since all the resources to accomplish it are
available.
Literature Review
Learning Log
In the modern and rapidly developing educational environment, as both the need and emphasis on
lifelong learning are growing, students should be responsible for their learning as independent learners.
Among effective tools that can help students to develop this autonomy, one should point out the learning
log. Keeping a learning log changes how students engage with information. It shifts the focus from
merely collecting information to a more conscious, reflective approach.
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In this way, students gain deeper understanding of the subject matter and extend their capacity to use it
in various contexts through regular writing about their educational experiences (Sulaiman Dzaiy &
Abdullah, 2024).
A learning log is an organized but adaptable record of the learning journey maintained by students
themselves. It would typically include things such as lessons learnt, challenges or obstacles faced,
strategies adopted, and personal opinions regarding the process or journey of learning. A learning log
is fairly personal and focuses on the individual learner's experiences and perceptions, insights, and own
growth. Learning logs may take the form of a digital document or a physical notebook; the format can
change according to the objects and individual preferences of each person. The purpose of using these
logs has remained constant for promoting self-evaluation and reflective learning (Passarelli & Kolb,
2012).
The main purposes of a learning log are to:
▪ Promotes Reflection: Learning logs provide students with an opportunity to reflect on what they
learned, how they learned it, and how this learning connected with prior knowledge. This reflective
process will provide deeper understanding and insight into patterns within one's own thought
processes.
▪ Enhances Metacognition: Writing in learning logs on a regular basis at University level helps
students develop their metacognitive skills, or the awareness of their own learning processes. This
facilitates the identification of personal strengths and weaknesses; this will further enhance their
learning by making them more aware of which learning strategies are most effective for them.
▪ Fosters Accountability and Responsibility: By documenting their learning experiences, students
take ownership of their improvement. Maintaining the log makes them more responsible for their
studies, thus enabling them to actively engage with the course material and set goals for personal
learning.
▪ Encourages Self-Assessment: With learning logs, there is consistent review of performance and
knowledge. It allows them to recognize the lacuna in their knowledge and readjust their approach
toward learning; hence, it is a focused improvement (Macfarlane, 2001).
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Structure of a log
In the classroom, there is no set format for capturing students' knowledge. Nonetheless, certain pertinent
data should be noted:
▪ Date and theme: Each entry should first record the date and the subject or task that the student is
remarking on. This helps in systematically organizing the log and monitoring the progress over
time.
▪ Sum up learning: This must then be followed by a summary of what was covered or learned from
a study session or class. It may include ideas, theories, or abilities that are key.
▪ Personal reflection: Students reflect on the learning process here. They could be thinking: What
did I find easy or hard? What strategies did I use? How did I feel about what I learned? Was anything
confusing?
▪ Future steps: This section mentions the future plan. The student can note any questions they have
to ask, the tactics they would like to try during their coming session, and/or what they need to
review or focus on next time (Ayoub, 2020).
Learning logs nurture good habits of self-assessment and reflection that help students develop skills of
considerable significance for life-long learning. Beyond the classroom, these behaviors can then
promote continuing professional and personal development. Lastly, learning logs have proved a very
valuable tool for students in developing critical thinking, self-awareness, and ongoing reflection-vital
ingredients for successful learning and personal growth (Branigan & Donaldson, 2020).
Finally, learning logs are an effective teaching tool that helps not only teachers but also students. They
inspire students to be in charge of their learning through self-assessment, metacognition, and reflection.
Students will become more motivated and engaged in their study by setting goals and tracking progress.
Besides, learning logs improve writing, enhance critical thinking, and give the teacher information for
more tailored lessons. In the end, learning logs create a more inclusive, reflective, and student-centered
learning environment through which the means are given to students to become successful in their
personal lives as well as their academic pursuits.
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Independent learning
In the modern world of access to innumerable amounts of information, independent study has grown to
be a key part of modern education. This speaks to the ability of students to take responsibility for one's
own education, manage time effectively, and develop the skills to search out information independently.
Independent learning, indeed, is a very critical component of academic success, lifetime learning habits,
and preparation for challenges in the world (Agustina & Fajar, 2019).
Independent learning, which is also sometimes referred to as autonomous or self-directed learning, is
significantly more than doing homework assignments or studying outside of the classroom. Rather, it
involves a number of skills, including time management, self-motivation, critical thinking, and the
ability to set and work toward goals without constant supervision. In the context of independent
learning, students take responsibility for their education: they choose what and how to learn or how to
check their progress. This approach provides students with an opportunity to feel that they are in the
driver's seat of the educational process, which is important in both their academic and personal
development (Loeng, 2020).
While independent learning allows students to be actively involved in their education, traditional
learning systems are teacher-centered: the learner follows a predetermined curriculum and receives
constant support. Apart from a textbook or class, they could research additional materials, ask questions,
and learn about topics of interest. It is within independent learning that the ground is paved for students
to be critical thinkers and actually decide in which direction they take their learning process (Nalongo,
2024).
Other benefits that exist with independent learning extend beyond improved academic achievement. In
this connection, the other benefits include the development of important life skills, increased
motivation, and encouragement of lifelong learning. Some of the biggest advantages of self-directed
learning revolve around vital life skills that accrue from it. Most independent learning exercises will aid
in sharpening the critical thinking, solving, and decision-making capabilities of students. It is these
types of abilities that would be beneficial in a real-world context, such as professional or personal life,
rather than academic contexts. They can also cope better with the challenges later in life when students
learn to acquire information, sift it, and make judicious decisions (Al Shloul et al., 2024).
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Benefits of Learning Logs in Autonomous Learning
One of the major benefits of a learning log is that it enhances the emergence of reflection and
metacognition. Students reporting on their experiences are forced to reflect critically on the learning
process. In this way, they are in a position to tell what works and what needs improvement. A language
learner might reflect on a speaking exercise by identifying where they felt it was the most challenging,
for example, about certain vocabulary or grammatical structures. Reflection brings increased awareness
of one's learning habits, and effective self-directed education means deeper awareness of one's learning
style (Miller et al., 2012).
Another important aspect besides independent learning, which is enhanced by learning logs, is self-
assessment. In recording their progress on a regular basis, students will be able to judge just how well
they are reaching their goals consistently. It encourages people to take responsibility for their own
learning and enables accountability. For example, a student whose goal is to improve their listening in
a foreign language could track progress by making a note of how much they understand in numerous
audio exercises and in real life. Learning logs also facilitate learners in goal setting by enabling them to
break down larger, long-term goals into smaller, achievable tasks. Students intent on focusing their
work and organizing themselves in the learning of any particular subject might use the diary to list what
they have done to study every week. Apart from being more productive, setting goals with learning logs
instills a sense of achievement the moment these benchmarks are met (Ponomarioviene & Jakavonytė-
Staškuvienė, 2024).
On the other hand, a learning log is also somewhat easier to keep track of progress over time since the
log serves as a pretty detailed chronological record of the learner's journey. In cases where students
record their activities regularly, they can always refer back to some of their previous entries and see just
how well they have come along. This might also prove to be particularly motivating because observed
improvement enhances self-confidence and persistence. Also, over time, trends begin to emerge, such
as which learning techniques seem to work the most effectively or which areas seem particularly
challenging consistently. Once these trends can be identified, students are in a position where they can
make the necessary adjustments to their approach, thereby rendering learning more effective and
efficient (West, 2023).
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In conclusion, recording and reporting on the learning experience allows individuals to recognize
knowledge gaps, establish clear goals, and modify an approach if necessary. Other than just enhancing
knowledge retention, such active involvement develops critical lifetime learning skills. A learning log,
in the end, transforms self-directed learning into more systematic, directed, and effective work, thus
enabling students to make ongoing academic progress.
METHODOLOGY
The following study uses both qualitative and quantitative approaches, each of whose results mutually
reinforce. In other words, this research applies a mixed approach. This method, therefore, has an in-
depth understanding of the research subjects due to the combined strengths of both approaches. The
research can look at complex issues from many perspectives by combining both kinds of data, which
means it can get a more complete, nuanced picture than it would with just one approach. Mixed methods
involve data collection and analysis in both quantitative and qualitative ways. The timing of collection
for both forms of data, sequentially or simultaneously, is determined by the study design. The domains
in which the Mixed Method Approach will be useful include education, social sciences, healthcare, and
business research (van Griensven et al., 2014).
The present research has an inductive, deductive, analytical, synthetic, qualitative-quantitative, and
cross-sectional design. Quantitative data is based on questionnaires from students at the A2 level of
English and interviews with English teachers, to be carried out in the Instituto Tecnologico Superior
Martha Bucaram de Roldos. In this way, the population of different ages and years of experience are
represented, to obtain several points of view (Sarwono, 2022). Additionally, the Likert scale is applied
to the survey questioning items. This type of scale is a measurement instrument available in social
research to measure attitudes (Gante et al., 2020). The research is carried out based on a scale of
frequencies that include responses of “always, sometimes, never”. Finally, qualitative data is obtained
through the implementation of interviews with language center teachers who will relate their
pedagogical experience after having implemented the learning log in their sample class plan.
To obtain data to support this research, the instruments were implemented in four stages:
▪ Stage 1: Present teachers and students with a learning record format to collect data such as::
a. Date
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b. Topic
c. One sentence class summary
d. Interesting aspects of the class
e. Questions
f. Personal Reflection
▪ Satge 2: For one week, teachers will include the learning log format in their class planning and will
provide students with 5 minutes to fill out said format.
▪ Stage 3: During the week following the implementation of the learning log, an ungraded evaluation
rubric will be implemented for students where data such as; reflection and depth, organization of
ideas, self-evaluation, and depth in the doubts and questions that were generated in classes and that
could be collected through the format.
▪ Sate 4: Finally, a structured base survey will be applied to students and an interview guide will be
carried out with teachers about their experience in implementing the learning log.
Table 1. Population
Population
Number
Percentage
English teachers
2
3%
A2 level students
72
97%
Total
74
100%
Note: The distribution of participants throughout the ITS Martha Bucaram is displayed in this table.
RESULTS AND DISCUSSION
A learning log can potentially wield considerable power in classes, serving useful purposes for students
and instructors alike. In many ways, the learning log is a record kept by students of their reflections on
what they learn, a tracking of their own progress, and a recording of any questions or insights that arise.
Herein, the benefits and challenges of learning logs are reviewed; how these may influence future
educational innovations, including how this modality stands in comparison to more traditional
classroom settings.
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Pocedure
Teachers Interview
As already mentioned, once the learning log was implemented during a regular week of classes and its
content was evaluated, the English teachers were interviewed and the following data was obtained:
Table 2. Teachers’ interview analysis
Teacher 1
Teacher 2
Analysis and
interpretation
Yes, I use them to work
with beginner students, I
apply learning log as a
self-assessment tool.
Currently I use logs
through reflection
questions to know the
topic that causes difficulty
for students and I design
feedback activities
through said reflections.
Logs are tools used by
English teachers mainly as
a self-assessment tool that
allows identifying
weaknesses in students'
language use.
Writing what they have
learned helps students to
set in mind what they
have grasped. Reflecting
on class material at the
end of each lesson
reinforces understanding
and long-term retention.
Learning logs used
regularly allow the student
to practice and improve
their writing and
communication skills.
When students record their
learning experience in
Logs, they indirectly
practice and strengthen
writing skills, which allows
for long-term
understanding and
retention of content.
Most students, keeping a
record of doubts
generated during class,
make them worry about
the communication
deficiencies they have.
In some cases, the
student's concern is seen,
however, there are
mechanical students who
only focus on copying and
pasting texts but when
they are ask to reflect on
them it causes them
problems to describe
them.
When students keep track
of their learning progress,
their sense of responsibility
for themselves increases.
By writing down what was
clear, what was tough, and
which topics there is still a
need to work more with,
students automatically
become more active
participants in their
studying process.
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During this week the
logs have allowed me to
identify students'
communicative
deficiencies in depth
through their self-
assessment, this in turn
allows me to provide
more effective feedback.
In this respect, I have
changed to a more
student-centered approach
as a teacher through the
efficacy of reflection in
learning which I have
witnessed.
Teachers are also
increasingly using modes
of student-centered
teaching and promoting
self-assessment and
reflective learning. Indeed,
students have been seen
engaging in active self-
reflection; this motivates
the teachers to insist on
critical thinking and
personal goal-setting as
part of their lessons.
Yes, because learning
logs allow me to
emphasize the critical
thinking, self-
assessment, and setting
of personal goals of
students, thus assuming
responsibility for their
learning.
Yes, but not all the time,
because there are
strategies such as
repetition drilling to learn
vocabulary that do not
need this tool.
Including learning logs in
future teaching enables an
interactive, reflective, and
growth-oriented classroom
environment to be
developed. Nevertheless,
one has to be caring about
the reflecting skills of the
students.
Global Analysis
Teaching through learning logs becomes a powerful means of engaging students in language learning-
developing skills of reflection, self-assessment, and the setting of relevant targets. It gives students a
format through which they can do some writing, record the progress of the language learned, and
establish goals for themselves; meanwhile, the teacher can also use this to understand the specific
language development of each student and generate feedback activities. The incorporation of learning
logs in the English lesson creates a setting where the students in time will be more actively involved in
the language process. Setting goals, reflecting on new knowledge, and identification of strengths and
weaknesses enables students to develop critical thinking, linguistic skills, and self-awareness.
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Learning logs make this process of language acquisition more personalized, reflective, and rewarding
in nature; they build confidence and proficiency in English over time.
Survey for A2 level students
In this section, a quantitative analysis of the data obtained through surveys of structured-based questions
applied to 72 A2 level students is applied. Furthermore, with these data, a quantitative interpretation
was carried out and thus determine the incidence of learning log in the autonomous learning of the
students surveyed after its implementation in a week of class.
Graphic 1. Learning log uses
According to the data presented in graphic 1, it is established that 83% of those surveyed always found
it easy to use the learning logs during the week of their implementation. On the other hand, 11% of
respondents sometimes found the log format easy to use, and finally 6% of respondents never found it
easy to work with the log format. The data obtained gives us to understand that the use of learning log
during English class sessions is easy to work with. This is due to the simple data collection structure of
the format, which provides the student with the freedom to write down the information they believe is
relevant (self-study).
83
11 6
0
10
20
30
40
50
60
70
80
90
Always Sometimes Never
Do you find the learning log easy to use?
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Graphic 2. Areas to improve
In accordance with the data established in graphic 2, 82% of students believe that the learnin log always
reads helps to identify weaknesses during the process of acquiring English as a foreign language, in
addition, 14% of respondents assure that sometimes the logs help to identify areas to strengthen during
their learning. Finally, 4% of the surveyed population claims that the logs never help to identify areas
to improve during the classes where it was implemented. What this data demonstrates is that the learning
log is a reflective tool that allows students to be aware of their communicative weaknesses in the use of
English since by recording their experience during each class it makes them aware of the learning
content. and what areas need academic reinforcement.
Graphic 3. Logs for writing skills
For the analysis of graph 4, it is observed that 83% of those surveyed mention that their writing ability
82
14 4
0
10
20
30
40
50
60
70
80
90
Always Sometimes Never
Does the learning log help you identify areas where you
needed improvement?
83
314
0
10
20
30
40
50
60
70
80
90
Always Sometimes Never
Do you find that using the learning log improved your
writing skills?
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has always improved during the week that the learning log was implemented. On the other hand, 3% of
students think that the learning log has sometimes helped them improve their writing skills. And finally,
14% of students mention that the implementation of logs has not helped to improve their productive
writing skills. These data give us to understand that the learning log indirectly helps to improve writing
skills, this is mainly due to the fact that the registration of activities in the format must be done by hand,
which allows practicing and implementing vocabulary in a way unconscious and at the same time
describe weaknesses or problems during the class presentation.
Graphic 4. Independent learning
According to the data established in graph 4, it is identified that 68% of students think that implementing
learning in class always motivates them to carry out autonomous learning, while 19% of students
mention that sometimes learning log helps independent learning. Finally, 19% of respondents believe
that learning logs never help promote autonomous learning. These data mean that learning logs motivate
autonomous learning, this is because by registering doubts, topics learned or interesting data from the
class, they encourage the student to search for the missing information in the record of their format. On
the other hand, it is seen that there is a large percentage of students who do not carry out correct
autonomous learning, this corroborates what was mentioned in the introduction of this research.
68
19
13
0
10
20
30
40
50
60
70
80
Always Sometimes Never
Do you feel that the learning log helped you become a
more independent learner
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Graphic 5. Logs for other subjects
In graph 5 it can be seen that 84% of students will always use learning logs as tools to record relevant
data in other subjects, while 8% will sometimes use learning logs in other subjects. Finally, a similar
number of 8% of students will never use learning logs in other subjects. These data give us to understand
that students are interested in replicating the use of logs in other subjects as a learning methodology,
this favors autonomous learning not only of English. In addition, students will be able to help their
teachers generate new teaching strategies based on the records they make during their classes.
CONCLUSIONS
The introduction of learning logs has brought a remarkable positive effect on the foreign language
learning process. Learning logs will provide structured space for reflection that shall enable the learners
to take an active attitude toward their learning processes, monitor their progress, and set goals by
themselves. This reflective practice will enhance language retention, strengthen vocabulary acquisition,
and improve the ability to express one's thoughts in the target language, creating confidence and
promoting fluency over time.
Learning logs foster metacognitive skills in that students are asked to reflect on their strengths and
weaknesses, which inculcates a more autonomous and self-directed way of learning one's language.
Another role of learning logs is communicative, whereby key information from a student may be
gleaned and utilized by a tutor to provide feedback and support matched to that student's specific
learning process.
84
88
0
10
20
30
40
50
60
70
80
90
Always Sometimes Never
Do you think you’ll use a similar log or reflection
practice in other subjects?
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Finally, learning logs in the foreign language classroom consolidate linguistic skills and develop
reflective, independent learners who have means for continuous improvement and lifelong development
of languages.
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