Abstract
This paper reports on the results and challenges of a reflection activity using Auto-TEM conducted with eight students in an advanced Japanese language class at a university. The purpose of this activity was to enable the subjects to evaluate their past experiences from a broad perspective while modeling their own learning process, and to expose them to cultural diversity by having them shared their life experiences with their classmates. In the essays on learning trajectories submitted after the activity, all students described their reflections based on Auto-TEM. In addition, in a questionnaire administered after the activity, some students stated that they gained insights from other students' Auto-TEM, suggesting that this activity was effective in helping them to understand themselves and others.
https://ror.org/02qf2tx24 
