Reflective journal facilitates teachers to reflect on their teaching
and then generate feedback for the improvement of their classroom
practices. This study examined how in-service English teachers in a
MA Linguistics program at a US Mid-Western University perceived
the influence of reflective journals toward their teaching attitudes.
At the time of the research, participants were 25 years of age or
older. The findings generated from interviews indicated that most
participants were convinced that reflective journals help them become
reflective teachers. It also found that most in-service teachers regard
reflective journals as an effective tool to increase teaching awareness,
and thus improve their performance during teaching