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ABSTRACT This paper argues that introspection on language related issues are vital if the learners of a language want to learn the target language effectively while embedding culture and technology in the learning process. A quantitative analysis based on a survey as they reflect on their language learning is discussed. These learners will explain how they have improved in their command of English proficiency over a period of time. They have also learnt many other things they explain on reflecting about their involvement in the English Language training course over a period of time. Such reflection and talking protocols are necessary so that learners can, by talking, share their learning processes with their peers and lecturers. Both will benefit from this sharing process. Importance of Reflection as a Learning Device Reflection is an important human activity in which people recapture their experience, think about it, and evaluate it (Bond, Keogh and Walker,1985). It is this working with experience and previous knowledge that is important in learning. The capacity to reflect is developed to different stages in different people and it may be this ability which characterizes those who learn effectively from experience. Reflection can be defined as the deliberate and purposeful act of thinking which centers on ways of responding to problem situations in language learning. It involves not simply a sequence of ideas, but a consecutive ordering in such a way that the learner leans back on, or refers to previous knowledge learnt. The successive portions of reflective thought flow out of one another and support one another. Each phase is a step from something to something. According to Dewey,1933 there is , in any reflective thought, definite units that are linked together so that there is a sustained movement to a common end. Reflection is a way of helping learners to learn in meaningful ways, thus leading to genuine understanding. Three attitudes that are important in pre-disposing an individual to reflect are open-mindedness, whole-heartedness and responsibility (Dewey,1933). For learners reflection is clearly purposeful because it aims at a conclusion. The purpose of reflecting is to untangle a problem or to make more sense of a puzzling situation; reflection involves working towards a better understanding of the problem and ways of solving it. Reflection enables a learner not only to recall information but to think about the information unit. The learner can, on reflection unravel some difficult new information learnt. He can make links between new and old information while reflecting, he can compare how different teachers have imparted or dissemination the same information; he can come to some conclusions of what is difficult for him and why. He can determine what he has learnt or not mastered