An Analysis of Thai EFL Students Reflective Journals’ Depth and Positions: A Case of a Languaging Course

This study explores the depth and positional development of reflective thinking in Thai EFL learners’ journals within a university-level languaging course. Drawing on Kember et al.’s (2008) fourlevel coding framework, Habitual Action, Understanding, Reflection, and Critical Reflection, the researchers analyzed final reflective submissions from 20 first-year students. A deductive thematic and positional analysis was employed to identify not only the depth of reflective writing but also where in the structure of each text, the beginning, middle, and end, different levels of reflection typically appear. This positional analysis highlights how reflective thinking may develop throughout a piece of writing. Findings indicate that most reflections fell within the Understanding and Reflection levels, while only one instance of Habitual Action was identified, and no evidence of Critical Reflection emerged. Reflection levels were not evenly distributed: descriptive accounts appeared early, while personal insights increased toward the end. These patterns suggest that reflective depth tends to develop gradually throughout the text. The study points out the importance of instructional scaffolding to support deeper reflection and highlights how the languaging approach can foster meaningful learner engagement. Pedagogical implications include designing structured prompts and fostering critical thinking from the outset of reflective writing tasks.