While reflection has been a common tool for examining the development of teaching and learning practices in the classroom, its use in a language learning setting is still peripheral and minimal. To understand the potential of reflection in supporting language learning, this study presents a qualitative meta-synthesis on selected studies. These studies consider students' reflection as the main object of inquiry. Ten studies from various disciplines in higher education were analyzed through iterative reading and review. Three categories emerged, which dealt with the research underpinnings of the studies, the participants and context, and the benefits of reflection. These categories were then discussed to provide practical implications for the integration of reflection as a primary learning tool in a language classroom, whilst being cognizant of known issues, such as language learners experiencing difficulties when having to express thought.