The current research aimed to investigate the impact of Gibbs' reflective model on developing the faculty of science students' reflective writing and met linguistic awareness. Participants were60 students. The study adopted the mixed-method approach using the quasi experimental design using two groups, experimental and control. The experimental group (30 students) was taught using of Gibbs' reflective model and the control group (30 students) received regular instruction. The quantitative data were collected through an EFL reflective writing test, a met linguistic awareness scale and semi-structured interviews. In addition, qualitative data were obtained from focus group interviews. The results indicated that Gibbs' reflective model has a positive effect on students' reflective writing and met a linguistic awareness.