LEARNING ENGLISH THROUGH REFLECTION: A NARRATIVE INQUIRY INTO HOW STUDENTS PERCEIVE AND CORRECT THEIR LINGUISTICS ERRORS
Abstract
This study explores how Indonesian university students perceive and correct their linguistic errors through reflective learning, using narrative inquiry as the central methodological approach. While linguistic errors are commonly examined through structural or quantitative perspectives, less attention has been given to how learners themselves interpret these errors and construct meaning from them. Through in-depth narrative interviews and reflective journals, this research illuminates the emotional, cognitive, and experiential dimensions that shape students’ engagement with their mistakes. The findings reveal three major themes: the development of error awareness, the interplay between emotional responses and cognitive processing, and the adoption of reflective strategies such as self-monitoring, contrastive thinking, and contextual experimentation. These narratives demonstrate that reflection transforms errors from mere deviations into valuable learning resources that promote metacognitive growth, resilience, and autonomy. By highlighting the personal stories behind error correction, the study contributes to a more humanistic understanding of language learning and underscores the need for reflective pedagogy in higher education EFL contexts.
Keywords: EFL learners, learner awareness, linguistic errors, metacognition, Narrative inquiry, reflective learning
References
Abrar, M. (2019). Re-telling: A Narrative inquiry of Indonesian graduate students’ speaking experiences in a United Kingdom university. Indonesian Journal of Applied Linguistics, 8(3), 588–596. https://doi.org/10.17509/ijal.v8i3.15257
Barkhuizen, G. (2013). Narrative research in applied linguistics. Cambridge University Press.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5(4), 161–170. https://doi.org/10.1515/iral.1967.5.1-4.161
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath.
Diab, N. M., & Awada, G. M. (2022). Effect of Language Learning Strategies and Teacher versus Peer Feedback on Reducing Lexical Errors of University Learners. International Journal of Arabic-English Studies, 22(1), 101–124. https://doi.org/10.33806/ijaes2000.22.1.6
Ellis, R. (1997). Second language acquisition. Oxford University Press.
Emaliana, I. (2017). Teacher-centered or Student-centered Learning Approach to Promote Learning ? Jurnal Sosial Humaniora, 10(2), 59–70. https://doi.org/10.12962/j24433527.v10i2.2161
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
Golden, B. (2023). Enabling critical thinking development in higher education through the use of a structured planning tool. Irish Educational Studies, 42(4), 949–969. https://doi.org/10.1080/03323315.2023.2258497
Golombek, P., & Johnson, K. E. (2017). Re-conceptualizing teachers’ narrative inquiry as professional development. TESOL Quarterly, 51(2), 283–312. https://doi.org/10.1002/tesq.296
Ibrahim, M. M. M., & Ibrahim, A. I. (2020). An Analysis of Grammatical Errors in English Academic Writing of EFL Students. Asian Journal of Social Science and Management Technology, 2(6), 81–90. https://doi.org/10.37284/eajass.8.1.2778
Menekse, M., Putra, A. S., Kim, J., Butt, A. A., McDaniel, M., Davidesco, I., Cadieux, M., Kim, J., & Litman, D. (2025). Enhancing student reflections with natural language processing based scaffolding: A quasi-experimental study in a large lecture course. Computers and Education: Artificial Intelligence, 8, 100397. https://doi.org/10.1016/j.caeai.2025.100397
Mufida, M., Ilham, I., Edi, E., & Irwandi, I. (2025). Analysis of English Language Students’ Difficulties in Learning Grammar At Muhammadiyah University of Mataram. Wiralodra English Journal, 9(2), 15–28. https://doi.org/10.31943/wej.v9i2.404
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Septiana, A. R. (2020). The indonesian grammatical interference on EFL students’ writing. Journal of Research on English and Language Learning (J-REaLL), 1(1), 46. https://doi.org/10.33474/j-reall.v1i1.5610
Ulviani, M. (2025). ERROR-BASED LEARNING : USING STUDENTS ’ MISTAKES AS A PEDAGOGICAL. https://doi.org/10.5281/zenodo.17254337
Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., de Luca, F., Fernández-Barrerra, M., Jacotin, G., Urgel, J., & Vidal, Q. (2019). Fostering students’ creativity and critical thinking. In Educational Research and Innovation. OECD Publishing. https://doi.org/https://doi.org/10.1787/62212c37-en.
Williams, A. (2024). Delivering Effective Student Feedback in Higher Education: An Evaluation of the Challenges and Best Practice. International Journal of Research in Education and Science, 10(2), 473–501. https://doi.org/10.46328/ijres.3404
Zamora, Á., Ardura, D., & Calderón-Lima, R. (2025). Exploring attitudes towards errors and frustration intolerance in pre-service teachers. Teaching and Teacher Education, 158(February). https://doi.org/10.1016/j.tate.2025.104964
