Practice and effectiveness of reflective activities for learners of Japanese language utilizing the Trajectory Equifinality Approach

Abstract

This paper is an attempt to clarify the effects of reflection activities utilizing the Trajectory Equifinality Approach conducted (TEA) with Japanese language learners. The aim of the activities was to enable the subjects to look back and evaluate their own Japanese language learning process objectively by modeling it. The subjects of the survey were three international students who had completed a pre-advanced level Japanese language course at the Japanese university where the author works. In order to clarify the details of each subject and the effects of the activities, the survey was limited to a small number of participants, and activities were conducted assuming a small class. As a result, detailed reflections and goals were added in the descriptions of all the participants, indicating that this activity may promote learners' reflection.