Abstract
In this study, we utilized portfolio evaluations in a Japanese language class in order to facilitate students' autonomous learning habits. Students determined their target levels of proficiency based on their own self-evaluation, and they were able to reflect on their learning activities through preparing their portfolio. Some learners, however, evaluated their proficiency after class as being lower, which we interpreted as the result of the students raising their target proficiency. Students were made aware of the areas where they need to improve, and were able to find new goals of their learning by drawing up their portfolio.
