Abstract

This article is an investigation into students’ critical reflection through a Google sites-based project (GBP) in correlation with student learning motivation and academic performance in the foreign language classroom. The quasi-experimental study was conducted with the participation of 185 students involved in a Legal English course at a university in Vietnam. The quantitative findings show that (1) students highly evaluate the importance of GBP in increasing critical reflection and learning motivation, (2) the frequent reflection has a positive influence on student learning motivation, and (3) there is slight difference between the academic achievement between the groups using Google sites (GS) and the group not using GS. Additionally, through the qualitative data, students recognized that they must make more effort to manage the challenges in implementing a GBP. However, students placed strong beliefs in the take-up of this prospective project with specific solutions to the problems. Accordingly, innovation and creativity should be embedded in the teaching approach to enhance student critical reflection, learning motivation, and academic achievement. Teachers should rely on particular learning settings to build appropriate syllabuses, especially to adapt to smart educational environments. To achieve a successful performance, a comprehensive solution should be recommended, comprising changes and reforms in teaching, learning, reflection, and assessment.