This study aims to explore the extent to which e-learning journals stimulate learner control over the language learning process through critical reflection on the process itself. The study involved 71 first-year non-native English-speaking students taking a two-semester “Text and Composition” course at the Department of Translation and Interpretation (English-French-Turkish) at a four-year English medium university in Turkey. The data were collected through e-learning journals, post-course interviews and post-course questionnaires. The results indicated that e-learning journals encouraged learners to reflect critically on their learning, resulting in increased learner control over the language learning process. Moreover, e-learning journals promoted positive change in the attitudes of the learners towards using more ICT (Information and Communication Technologies) in the language learning process.