Abstract
This study aims to examine the influence of activities in a Japanese language course to support the improvement of undergraduate international students' autonomous learning ability, and to consider ways to better respond to individual differences. "Explicit use of strategies" and "regular implementation of introspective activities" were utilized to promote metacognitive activation which is known to be effective in improving autonomous learning ability, and the metacognitive changes were observed. The results indicated that the activities promoted metacognition and improved the autonomous learning ability, although some learners were reluctant to accept unfamiliar learning methods. The promotion of learning style awareness and expansion, and measures to reduce anxiety about evaluation may be effective countermeasures.
