Facilitating learner reflection: Online goal setting and self-evaluation in Japanese higher education

The aim of this study was to investigate student preferences and usage patterns of a custom web application designed for goal setting and self-evaluation, implemented within compulsory English as a Foreign Language (EFL) classes at a higher education institution in Japan. This application was introduced to support learner reflection, with the goal of enhancing student performance and reducing course repetition rates. Analysis of the web application usage data from 88 participants revealed that students choosing more challenging goals consistently rated their performance higher in self-evaluations (p < .001) than those opting for easier goals. Furthermore, data from closed-ended questionnaire responses showed a strong preference among students for the online platform over traditional paper-based methods for goal setting and self-evaluation (p < .001). While these results underscore the potential of such an approach in enhancing academic outcomes, the study’s modest scale necessitates broader research for validation. Examining actual achievement data with a larger cohort would offer a more comprehensive understanding of the efficacy and broader implications of these methods.