Abstract
This study examined the effect of reflection activities on the quality of the forethought stage in the self-regulation skills of beginner Japanese learners. Group sharing, including the use of native languages, was conducted, but no significant differences were found in the quality of forethought, with decreases in specificity and relevance observed. One contributing factor was the lack of teacher intervention and model answers, as well as insufficient opportunities for learners to evaluate the validity of their goals. In the future, ways to enhance the quality of learners' forethought should be explored through improved question formats and activity designs incorporating appropriate teacher intervention.
