The Language of Reflection: A Linguistic Exploration of Reflection Written by Design Students

Abstract

Reflective writing plays a vital role in the development of designers, enabling them to evaluate their experiences, enhance their learning, and foster professional growth. However, traditional methods of assessing reflective writing have limitations in terms of reliability and objectivity. To address this gap, this research project aims to analyze the reflections of design students in the Design Theory and Methodology (DTM) course using linguistic analysis. By exploring the linguistic elements and patterns within these reflections, the study seeks to facilitate a comprehensive analysis to understand and assess students’ reflective practices (Ullmann, 2019; Tausczik & Pennebaker, 2009).

The research project utilizes the Linguistic Inquiry and Word Count (LIWC) tool for linguistic analysis. This tool allows for the examination of linguistic patterns, word categories, and cognitive processes present in the reflective writings of design students (Tausczik & Pennebaker, 2009). Building upon Ullmann’s model of reflection detection, which encompasses eight categories (components) including experience, belief, difficulty, perspective, feeling, learning, intention, and descriptive (Ullmann, 2019), the study provides a comprehensive framework for evaluating reflective writing and serves as a basis for the analysis.

The key insights of this explorative research project are twofold. Firstly, the analysis of LIWC categories reveals that specific linguistic features are associated with different components of reflection. The study identifies two types of high-quality reflections: “Holistic narrators” that emphasize personal experiences, learning, intention, and positive outcomes, and “In-depth explorers” that focus on critical assessment, multiple perspectives, and descriptive text. These findings shed light on the diverse ways in which individuals engage in reflective writing and highlight the multidimensional nature of high-quality reflections.

Secondly, the research project explores the feasibility of using LIWC analysis as a tool for identifying high-quality reflections. While LIWC analysis provides valuable insights into certain linguistic features associated with reflection components, it has limitations in capturing the complexity and nuances required for accurate grading. Therefore, a comprehensive and multi-dimensional approach that integrates quantitative measures with qualitative assessments, expert judgment, and a well-defined rubric is crucial for a robust evaluation of reflection quality.

The implications of this research project are significant for design researchers and education. The identification of specific linguistic features associated with high-quality reflections can guide the development of interventions and instructional strategies aimed at fostering critical thinking skills, self-reflection, and diverse perspectives among design students. Additionally, the insights gained from this research can inform the development of automated tools or natural language processing techniques to assist educators in assessing and providing feedback on reflections, thereby enhancing the efficiency and effectiveness of reflective practice in educational settings.

In conclusion, this research project contributes to our understanding of reflective writing in the context of design. By analyzing the linguistic elements and patterns within the reflections of design students, the study provides insights into their reflective practices. The findings highlight the diverse nature of reflective writing and emphasize the need for a comprehensive assessment approach that considers contextual factors, qualitative aspects, and individual variations in reflection quality. The implications of this research extend to the development of instructional strategies and automated assessment tools, promoting the growth and development of design students’ reflective skills.