近年來，愈來愈多研究探討後設認知策略教學的成效，特別是反思日誌在提升學習者寫作表現方面的應用。然而，在台灣高中寫作課程中的相關研究仍相當有限。本研究旨在探討反思日誌對台灣高中生寫作表現之影響。本研究採準實驗設計，為期六週，以北台灣某補習班十二名高三學生為研究對象。參與者隨機分派至實驗組與控制組。兩組皆接受相同的課堂寫作教學並完成相同的寫作任務，唯一差別在於實驗組於每次修訂前須撰寫反思日誌。為評估學生的寫作表現，本研究實施前測與後測；此外，透過蒐集實驗組的反思日誌及訪談資料，以了解學生的學習經驗與感受。研究結果顯示，實驗組在前後測中展現顯著進步，而控制組則變化不大。雖然兩組的進步分數差異未達統計顯著，但實驗組的平均增幅高於控制組，顯示反思日誌對學生寫作表現具有潛在正向效果。質性分析進一步歸納出三項主題：後設認知意識提升、自我調控能力增強，以及寫作焦慮減輕並提升自信。最終研究結果顯示，反思日誌可作為英語課堂中有效的教學工具，以促進學生後設認知發展並提升寫作表現。

Over the past decades, a growing number of studies have investigated the effects of metacognitive strategy instruction, particularly the use of reflective journals, on learners’ writing performance. However, its application in secondary-level writing instruction in Taiwan remains limited. This study explored the impact of reflective journal writing on Taiwanese EFL high school students’ writing performance. Twelve twelfth-grade students from a private writing class at a cram school in northern Taiwan participated in this six-week
quasi-experimental study. The students were randomly assigned into either an experimental group or a control group. Both groups received identical in-class writing instruction and completed the same writing tasks. The only difference was that, for each writing task, the experimental group actively engaged in reflective journal writing before revising. To assess students’ writing performance, pre- and post-writing tests were administered. For the
experimental group, qualitative data were collected from the reflective journals and interviews to explore students’ experiences and perceptions of writing reflective journals. The results of the pre- and post-writing tests showed that the experimental group demonstrated a statistically significant improvement in writing performance, whereas the control group showed little change. Although the difference in gain scores between the two groups was not statistically significant, the experimental group achieved a higher average gain than the control group, suggesting a potential positive effect of reflective journals on
writing outcomes. Qualitative analysis further revealed three themes: increase metacognitive awareness, enhance self-regulation, and reduce writing anxiety and promote great confidence. These findings suggest that reflective journals can serve as an effective pedagogical tool in EFL classrooms, supporting both metacognitive development and writing performance.

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