Exploring Japanese EFL Learners' Reflection Skills: Insights from Their Reflections on MOOC-Based Peer Discussions
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| Title: | Exploring Japanese EFL Learners' Reflection Skills: Insights from Their Reflections on MOOC-Based Peer Discussions |
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| Language: | English |
| Authors: | Emily Marzin, Haruka Ubukata |
| Source: | rEFLections. 2025 32(3):1515-1537. |
| Availability: | King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, English (Second Language), Second Language Learning, MOOCs, Peer Influence, Discussion (Teaching Technique), College Students, Independent Study, Reflection, Program Effectiveness, Scaffolding (Teaching Technique), Content and Language Integrated Learning |
| Geographic Terms: | Japan |
| ISSN: | 1513-5934 2651-1479 |
| Abstract: | While reflection is recognized as a critical element in successful learning (Huang, 2021), research suggests that learners often require support to engage in sustained and purposeful reflection (Curry et al., 2023). This research explores aspects of Gibbs' (1988) Reflective Learning Cycle (RLC) that appear in Japanese university students' reflections on peer discussions related to their self-directed learning using Massive Open Online Courses (MOOCs). Reflections were collected over three stages, each representing a different level of scaffolding: (1) non-guided reflection, where students freely described their experiences (Week 1); (2) guided reflection using questions based on Gibbs' RLC (Weeks 2 to 5); and (3) less-guided reflection, where students created and answered their own reflective questions (Weeks 6 and 7). This design aimed to explore the effectiveness of guided reflection and its potential influence on how students engaged in subsequent, more autonomous reflective tasks. A qualitative thematic analysis suggested that, in the non-guided stage, students primarily addressed Description, Evaluation, and Action Plan. Guided reflection encouraged more balanced responses, including greater attention to Feelings, highlighting the value of explicit prompts in supporting emotional awareness. In the less-guided stage, student-generated questions led to broader engagement across the RLC stages. These findings suggest that structured scaffolding can help learners deepen their reflective practice and offer practical guidance for implementing reflection activities in language learning and other educational contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498379 |
| Database: | ERIC |
| Abstract: | While reflection is recognized as a critical element in successful learning (Huang, 2021), research suggests that learners often require support to engage in sustained and purposeful reflection (Curry et al., 2023). This research explores aspects of Gibbs' (1988) Reflective Learning Cycle (RLC) that appear in Japanese university students' reflections on peer discussions related to their self-directed learning using Massive Open Online Courses (MOOCs). Reflections were collected over three stages, each representing a different level of scaffolding: (1) non-guided reflection, where students freely described their experiences (Week 1); (2) guided reflection using questions based on Gibbs' RLC (Weeks 2 to 5); and (3) less-guided reflection, where students created and answered their own reflective questions (Weeks 6 and 7). This design aimed to explore the effectiveness of guided reflection and its potential influence on how students engaged in subsequent, more autonomous reflective tasks. A qualitative thematic analysis suggested that, in the non-guided stage, students primarily addressed Description, Evaluation, and Action Plan. Guided reflection encouraged more balanced responses, including greater attention to Feelings, highlighting the value of explicit prompts in supporting emotional awareness. In the less-guided stage, student-generated questions led to broader engagement across the RLC stages. These findings suggest that structured scaffolding can help learners deepen their reflective practice and offer practical guidance for implementing reflection activities in language learning and other educational contexts. |
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| ISSN: | 1513-5934 2651-1479 |
