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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
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
FullText Text:
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  Data: Exploring Japanese EFL Learners' Reflection Skills: Insights from Their Reflections on MOOC-Based Peer Discussions
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  Data: 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
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  Data: 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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      – Text: English
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        PageCount: 23
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      – SubjectFull: Second Language Learning
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      – SubjectFull: MOOCs
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      – SubjectFull: Peer Influence
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      – SubjectFull: Discussion (Teaching Technique)
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      – SubjectFull: Content and Language Integrated Learning
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      – SubjectFull: Japan
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