While regular reflection has been found to be a key practice in agile software development, the use of learning journals in computer information systems (CIS) education has yet to be studied systematically. Learning journals are writing-to-learn interventions that use writing as a medium to facilitate metacognition. A randomized controlled trial investigating the effects of learning journals on metacognition, motivation, and learning was implemented in an undergraduate computer information systems course on web design. Students were randomly assigned to respond to five metacognitive writing prompts (learning journal condition) or five non-metacognitive writing prompts (control condition) over the course of ten weeks. Results suggest that while learning journals increase metacognitive awareness and intrinsic motivation, they do not affect learning directly. A post-hoc quantitative content analysis of the learning journals found that certain linguistic dimensions are associated with higher metacognition, motivation, and learning. While students' use of assent and informal words in learning journals is positively correlated with metacognitive awareness and intrinsic motivation, their use of differ words is negatively correlated with metacognitive awareness, intrinsic motivation, and final grades. Hence, instructors should implement learning journals and consider targeted coaching to help students achieve greater metacognition, motivation, and learning.