Japanese language education for developing active and reflective learning

Abstract

This study presents a Japanese language teaching class which implemented active and reflective learning. The class focused on the students’ learning process and cognitive process with an aim to involve the students in active deep learning. Fifteen can-do statements, in compliance with the guidelines of the Common European Framework of Reference for Languages (CEFR), were used to design the class. Students’ reflective blogs were analyzed to capture data on learning achievement. The study showed that the corresponding levels for students’ development were CEFR levels B1-B2. The study also revealed that all students used cognitive skills, such as summarizing and comparing. In contrast, only some of the students used meta-cognitive skills, such as analyzing, self-evaluating, and planning when writing their blogs. The results from the study help improve subsequent lessons by setting appropriate goals according to students’ levels, and by activating the students’ meta-cognitive skills more frequently.