Improving writing through reflexive essays in the Foreign language classroom

Abstract

This study investigates senior school students’ written communication skills in the context of reflexive essay writing in English lessons in Kazakhstan. While competence-based education has become central to national educational standards, limited research addresses how students perceive reflexive writing and what challenges they experience. This article presents the results of a quantitative survey conducted through Google Forms among 50 students from three secondary schools. The survey explored learners’ difficulties, attitudes, and perceived support needs when writing reflexive essays. Findings reveal that students struggle most with vocabulary, organizing ideas logically, and expressing personal reflection in English. Despite these challenges, most students consider reflexive essays beneficial for developing critical thinking and self-awareness. The study concludes with practical recommendations for improving instructional support and integrating reflexive writing more effectively into English language teaching in senior school contexts.