Foreign language

Double entry journals.In double entry journal, students are expected to write one-page entries every day, week, or month depending on their assignments till the end of the semester. Throughout their journals, they are expected to share their ideas, thoughts or experiences that they come across on the left hand side of the page, and they include the readings or ideas that emerge from classroom discussions on the right side of their papers. Students then draw connections and determine contradictions whenever and wherever possible (Hatcher &Bringle, 1997).
Although double entry journals are recommended for teacher education (Whitton et al., 2004), relatively few studies exist on their implementation for
teachers‟ reflective practices. Risko et al. (1999) implemented double entry journals written in a pre-service reading course and during participants practicum by analyzing critical discourse to see pre-service teachers‟ critical thinking processes. The findings of the study revealed that double entry journals provided more instances for participants to critically analyze their teaching and learning processes.
Interactive journals or diaries.The existing literature in the field suggests that interactive journals contribute to a high level of thinking and create affective support for the reflective practitioner when reflective comments are shared with a peer, a group or a supervisor with whom there is an established trust (Garcia-Mata & Barrios-Espinosa, 2002). Bain, Mills, Ballantyne and Packer (2002) claim that :
… the provision of brief written feedback, especially when it involves constructive questioning of the student‟s thinking, may be a sufficient stimulus to deepen the reflective process. In this context, encouraging students

to re-visit their journal entries, armed with some new insights and perspectives provided by feedback, may be a more helpful exercise in terms of improving reflective writing than continuing an oral reflective discussion… (p. 28)

Maloney and Campbell-Evans (2002) conducted a study on the use of interactive journals as a strategy for professional growth with pre-service teachers who attended school-based alternative teacher education program. They stated that students used interactive journals for several purposes such as designing and planning practice, as a tool for analysis, reflecting on emotions and solving problems.