Exploring Japanese EFL Learners’ Reflection Skills: Insights from Their Reflections on MOOC-Based Peer Discussions
Article Sidebar
Main Article Content
Abstract
While reflection is recognized as a critical element in successful learning (Huang, 2021), research suggests that learners often require support to engage in sustained and purposeful reflection (Curry et al., 2023). This research explores aspects of Gibbs’ (1988) Reflective Learning Cycle (RLC) that appear in Japanese university students’ reflections on peer discussions related to their self-directed learning using Massive Open Online Courses (MOOCs). Reflections were collected over three stages, each representing a different level of scaffolding: (1) non-guided reflection, where students freely described their experiences (Week 1); (2) guided reflection using questions based on Gibbs’ RLC (Weeks 2 to 5); and (3) less-guided reflection, where students created and answered their own reflective questions (Weeks 6 and 7). This design aimed to explore the effectiveness of guided reflection and its potential influence on how students engaged in subsequent, more autonomous reflective tasks. A qualitative thematic analysis suggested that, in the non-guided stage, students primarily addressed Description, Evaluation, and Action Plan. Guided reflection encouraged more balanced responses, including greater attention to Feelings, highlighting the value of explicit prompts in supporting emotional awareness. In the less-guided stage, student-generated questions led to broader engagement across the RLC stages. These findings suggest that structured scaffolding can help learners deepen their reflective practice and offer practical guidance for implementing reflection activities in language learning and other educational contexts.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Allas, R., Leijen, Ä., & Toom, A. (2016). Supporting the construction of teacher’s practical knowledge through different interactive formats of oral reflection and written reflection. Scandinavian Journal of Educational Research, 61(5), 600–615. https://doi.org/10.1080/00313831.2016.1172504
Ambinintsoa, D. V., & MacDonald, E. (2023). A reflection intervention: Investigating effectiveness and students’ perceptions. In N. Curry, P. Lyon, & J. Mynard (Eds.), Promoting reflection on language learning: Lessons from a university setting (pp. 112–131). Multilingual Matters. https://doi.org/10.21832/9781800415591-011
Araneta, M. G., Liotino, M., Olatunji, T. I., & Fedeli, M. (2024). Leveraging massive open online courses to foster reflective practice in blended university courses. Innovations in Education and Teaching International, 62(2), 416–428. https://doi.org/10.1080/14703297.2024.2320697
Bai, Q., Dan, Q., Mu, Z., & Yang, M. (2019). A systematic review of emoji: Current research and future perspectives. Frontiers in Psychology, 10, Article 2221. https://doi.org/10.3389/fpsyg.2019.02221
Bates, T. (2015). Teaching in the digital age: Guidelines for designing teaching and learning. BC Campus. https://opentextbc.ca/teachinginadigitalage/
Bennett, P. A., & Ubukata, H. (2023, April 29–30). Basic psychological needs observed in a self-directed learning CLIL course [Conference presentation]. KOTESOL 2023 International Conference, Seoul, South Korea. https://www.researchgate.net/publication/370655233_Basic_Psychological_Needs_Observed_in_a_SelfDirected_Learning_CLIL_Course
Bennett, P. A., & Yarwood, A. (2020). A case for scaffolding self-reflection. The PanSIG Journal, 6, 55–62. https://pansig.org/publications/2020/2020_PanSIG_Journal.pdf
Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning experience into learning. Routledge.
Boyd, E. M., & Fales, A. W. (1983). Reflective learning: Key to learning from experience. Journal of Humanistic Psychology, 23(2), 99–117. https://doi.org/10.1177/0022167883232011
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Curry, N., Lyon, P., & Mynard, J. (Eds.). (2023). Promoting reflection on language learning: Lessons from a university setting. Multilingual Matters. https://doi.org/10.21832/9781800415591
Curry, N., Mynard, J., Noguchi, J., & Watkins, S. (2017). Evaluating a self-directed language learning course in a Japanese university. International Journal of Self-Directed Learning, 14(1), 17–36.
Dewaele, J. (2006). Expressing anger in multiple languages. In A. Pavlenko (Ed.), Bilingual minds: Emotional experience, expression, and representation (pp. 118–151). Multilingual Matters. https://doi.org/10.21832/9781853598746-007
Ferguson, R., & Sharples, M. (2014). Innovative pedagogy at massive scale: teaching and learning in MOOCs. In C. Rensing, S. de Freitas, T. Ley, & P. J. Muñoz-Merino (Eds.), Open learning and teaching in educational communities: 9th European conference on technology enhanced learning (pp. 98–111). Springer International Publishing. https://doi.org/10.1007/978-3-319-11200-8_8
Fleck, R., & Fitzpatrick, G. (2010). Reflecting on reflection: Framing a design landscape. In M. Brereton, S. Viller, & B. Kraal (Eds.), Proceedings of the 22nd conference of the computer-human interaction special interest group of Australia on computer-human interaction (pp. 216–223). ACM. https://doi.org/10.1145/1952222.1952269
Fleming, S. (2014, September 1). The power of reflection. Scientific American Mind, 25(5), 30–37. https://doi.org/10.1038/scientificamericanmind0914-30
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit.
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001
Huang, L. S. (2021). Improving learner reflection for TESOL: Pedagogical strategies to support reflective learning. Routledge. https://doi.org/10.4324/9780429352836
Jaeger, S. R., Roigard, C. M., Jin, D., Vidal, L., & Ares, G. (2019). Valence, arousal, and sentiment meanings of 33 facial emoji: Insights for the use of emoji in consumer research. Food Research International, 119, 895–907. https://doi.org/10.1016/j.foodres.2018.10.074
Kato, S., & Mynard, J. (2016). Reflective dialogue: Advising in language learning. Routledge. https://doi.org/10.4324/9781315739649
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Li, L., & Yang, Y. (2018). Pragmatic functions of emoji in internet-based communication: A corpus-based study. Asian-Pacific Journal of Second and Foreign Language Education, 3(16), Article 16. https://doi.org/10.1186/s40862-018-0057-z
Loeb, S. J., Dynarski, S. M., McFarland, D. A., Morris, P., Reardon, S. F., & Reber, S. J. (2017). Descriptive analysis in education: A guide for researchers (NCEE 2017-4023). National Center for Education Evaluation and Regional Assistance. https://files.eric.ed.gov/fulltext/ED573325.pdf
Mynard, J. (2023). Promoting reflection on language learning: A brief summary of the literature. In N. Curry, P. Lyon, & J. Mynard (Eds.), Promoting reflection on language learning: Lessons from a university setting (pp. 23–37). Multilingual Matters. https://doi.org/10.21832/9781800415591-005
Ryan, M. (2013). The pedagogical balancing act: Teaching reflection in higher education. Teaching in Higher Education, 18(2), 144–155. https://doi.org/10.1080/13562517.2012.694104
Sampson, R. (2023). Encouraging introspection on speaking performance in class: Findings from student reflections. In N. Curry, P. Lyon, & J. Mynard (Eds.), Promoting reflection on language learning: Lessons from a university setting (pp. 81–90). Multilingual Matters. https://doi.org/10.21832/9781800415591-009
Stevenson, R., & Bennett, P. (2023). Reflective practice for transformative learning in a MOOC course. In N. Curry, P. Lyon, & J. Mynard (Eds.), Promoting reflection on language learning: Lessons from a university setting (pp. 236–250). Multilingual Matters. https://doi.org/10.21832/9781800415591-018
Tigwell, G. W., & Flatla, D. R. (2016). “Oh, that’s what you meant!”: Reducing emoji misunderstanding. In F. Paternò, K. Väänänen, K. Church, J. Häkkilä, A. Krüger, & M. Serrano (Eds.), MobileHCI’16 proceedings of the 18th international conference on human-computer interaction with mobile devices and services adjunct (pp. 859–866). Association for Computing Machinery. https://doi.org/10.1145/2957265.2961844
Toom, A., Husu, J., & Patrikainen, S. (2015). Student teachers’ patterns of reflection in the context of teaching practice. European Journal of Teacher Education, 38(3), 320–340. http://doi.org/10.1080/02619768.2014.943731
Yamashita, H. (2015). Affect and the development of learner autonomy through advising. Studies in Self-Access Learning Journal, 6(1), 62–85. http://doi.org/10.37237/060105
Zheng, S., Rosson, M. B., Shih, P. C., & Carroll, J. M. (2015). Understanding student motivation, behaviors, and perceptions in MOOCs. In D. Cosley, A. Forte, L. Ciolfi, & D. McDonald (Eds.), Proceedings of the 18th ACM conference on computer supported cooperative work & social computing (pp. 1882–1895). ACM. https://doi.org/10.1145/2675133.2675217
