抄録
This study examines the impact of reflective activities on learners’ kanji learning strategies, with particular emphasis on the diversity and cognitive depth of strategy use. Thirteen participants engaged in a three-session intervention employing structured worksheets to document and evaluate their learning behaviors. Strategies were classified according to levels of cognitive processing. Findings indicate an increased adoption of both varied and deeper strategies, implying that reflective practices facilitate metacognitive development and strategic flexibility. Nonetheless, as the data were based on self-reports, the validity of reported behaviors remains limited. Future research should examine category-specific trends to capture nuanced strategic transformations.
