ENHANCING CRITICAL THINKING SKILLS IN ADULT WRITING CLASSES THROUGH REFLECTIVE JOURNALING

This thesis investigates the efficacy of reflective journaling as a pedagogical tool for enhancing critical thinking skills in adult writing classes. Grounded in constructivist learning theories and reflective practice frameworks, the study explores how reflective journaling fosters analytical reasoning, self-awareness, and metacognitive development among adult learners. By engaging in structured self-reflection, learners evaluate their thought processes, question assumptions, and synthesize complex ideas, thereby strengthening their ability to make reasoned judgments. Empirical evidence, practical examples, and case studies from adult education contexts, including Uzbekistan’s educational initiatives, demonstrate the effectiveness of reflective journaling in promoting critical thinking. The thesis also addresses challenges, such as learner resistance and time constraints, and proposes strategies to optimize its implementation. The findings highlight reflective journaling’s potential to transform adult writing classes into dynamic environments for intellectual growth, offering valuable insights for educators and policymakers in adult education.