Abstract
This research investigates free response descriptive self-reflection for 64 beginners majoring in Japanese as a foreign language. Students are divided into three groups (top, middle and bottom) using final examination grades and the K.J. method is utilized to study the content of learners' self-reflections. The result shows: (1) Learners in top and middle groups focus on learning processes and adjust strategies to deepen their understanding. The bottom group focuses on learning results and strategies are simplistic. (2) Learners in the top and middle groups plan and schedule their Japanese learning comprehensively. (3) Learners in the bottom
group exhibit a certain level of meta-cognitive ability.
