Japanese University Students’ Self-Directed Learning Goals and Action Plans Elicited with the Use of a Reflection Tool

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Supporting learners in developing skills to manage their learning outside the classroom is not an easy task for teachers. One way to take on this challenge is through reflection activities designed to raise learners’ awareness of themselves and their learning and help them identify how to maximize their learning opportunities both in and outside the classroom. In this study, we report on 41 Japanese university students’ reflection entries elicited by a reflection tool called the Wheel of Language Learning (WLL) (Kato & Mynard, 2016) and follow-up reflective questions. We identified the language and learning skills they were interested in improving and the actions they believed would help them improve those skills. Results show that, while the students chose different skills to focus on, speaking, confidence, and vocabulary were the most popular areas. The students came up with a variety of strategies and resources to improve their target skills. However, there were also areas where teachers may need to provide support to raise students’ awareness. At the end of the article, we provide limitations and recommendations for teachers interested in supporting learners with their self-directed learning through reflection activities.