How Do Intermediate Japanese Learners Evaluate Reflective Activities? :

The Effects and Limitations of Reflection Using Can-Do Statements

Abstract

This study investigates how intermediate Japanese learners evaluate reflection activities using Can-do statements (Cds). Students reflected on each lesson's learning objectives using Cds. A survey was conducted to assess their perceived usefulness and to gather reasons for their assessment through open-ended responses. Analysis of these responses revealed that positive evaluations frequently mentioned benefits such as "recognition of personal abilities," "confirmation of growth," and "identification of areas for improvement." On the other hand, negative evaluations often included comments questioning the effectiveness of reflection.