Journal writing: A tool for evaluating an early foreign language project 1. Artemis Alexandra Georgopoulou, University of Western Macedonia, Florina - Greece 2. Eleni Griva, University of Western Macedonia, Florina - Gre ece Abstract The present paper aims at presenting the use of journal as a reflective tool of evaluating the feasibility of an early foreign language project, which was implemented to the first grade of a Greek primary school. The project lasted for a school year. 20 journal entries, based on a list of reflection questions, were kept by the teacher-researcher. The journal proved to be a valuable means of evaluating the project, as it was a record of the resear cher’s experiences during the project presented in a critically reflective way. Key words: journal, on-going evaluation, reflection Keeping a journal as a reflective tool of the early EFL project Reflective journals have been used both in student teachers’ training and in teacher education (Bailey, 1990). Journals can be kept by teachers, learners or participant observers and can focus either on teaching and teachers or on learning and learners (Nunan, 1992). Writing about teaching in a journal can help organize thoughts into more systematic reflections about the work (Farrell, 2004). When used by teachers or res earchers as a tool for data collection they allow them to come closer and critically investigate their work (McDonough & McDonough, 1997) . The advantages offered are proved to be numerous, since they are a useful tool for reflection, analysis and self-evaluation, are easy to be used, thus allowing for great flexibility (Mackey & Gass, 2005) and help to document classroom events and situations in teaching (Holly, 1989). The ‘reflective journal’ of the present study was used as an instrument of ‘on -going’ evaluation of the feasibility and effectiveness of an early EFL (English as a Foreign Language) project, and it was linked to another research tool, classroom observations. It was designed and applied with the purpose to gain an in-depth understanding of the implementation and monitoring of the project, since it was regarded as a means of generating questions about teaching and learning processes during the project. Thus, the focus was not only on reporting data of the intervention process, but on reflecting on students’ behavior, motivation and stances developed throughout the implementation of the intervention. The intervention, which was implemented to a first grade classroom of a Greek primary school, aimed at developing children’s oral skills in EFL. The project, which was conducted in a story-based framework, extended in a period of a school year (2009-2010). Every week the first teaching session was dev oted to the presentation of an illustrated story- created by the researchers- to the children, whereas in the second teaching session emphasis was placed on dramatizing the story from the part of seven year children. Des i gni ng and ke e pin g the r e f l e ctive j our nal