Introduction

Learning logs can be used in a variety of ways to support the development of language learning strategies as well as being deployed as a strategy in their own right. This chapter first outlines what the term 'learning log' may cover, before examining the theoretical basis for their use and some of the potential difficulties for learners. The rest of the chapter presents examples of how keeping a learning log can be a useful strategy to encourage reflection, enhance planning, monitoring and evaluation of progress and develop specific language skills in independent learning settings.

What is a Learning Log?

The term 'learning log' is generally used to refer to a regular record of language learning or learning-related activity which is kept by the learner, together with some form of review of that activity in order to inform future action. The terms learner diary, reflective journal and learner portfolio are sometimes used interchangeably with learning logs, though distinctions have been drawn between these concepts. For example, Riley (2005) sees learning logs as a closely structured description of language study, often involving completion of a table, whereas in a learning diary the content is left entirely up to the student. It may be more like a personal diary, although it can be similar to a learning log. The emphasis is on a spontaneous record of the student's experiences, feelings and reactions to their learning. Riley describes learning journals as a combination of log and diary but, as the examples below show, such distinctions may be hard to maintain in practice. Portfolios tend to include a record of language learning activity, along with examples of the student's work which reflect achievements in specific areas. The European Language Portfolio is an example which is being used increasingly in language programmes, including distance learning and in support provided for independent language learning (CiLT, online).