REFLECTION-ORIENTED WRITING INSTRUCTION: A FRAMEWORK FOR SECONDARY EFL EDUCATION

Abstract

Developing writing skills remains one of the greatest challenges in English as a Foreign Language (EFL) instruction at the secondary school level. Although numerous instructional approaches have been introduced to enhance learners' writing proficiency, many students continue to experience difficulties in organizing ideas, expressing opinions, revising drafts, and evaluating their own writing. Reflective practice has recently gained increasing attention as an effective pedagogical approach that promotes learner autonomy, metacognitive awareness, and critical thinking. However, there is still a lack of comprehensive methodological frameworks that systematically integrate reflection into the writing process for secondary EFL learners.