Using Group Work and Reflective Journals for Developing Learner Autonomy in an EFL Classroom at a Japanese University

The first author conducted action research in which she introduced reflective journals and group work into her EFL classroom at a university in northern Japan to encourage students’ autonomous learning. A questionnaire was given at the end of the semester to ascertain the extent to which these interventions encouraged the learners’ autonomy. The questionnaire results indicate that these projects can facilitate learner autonomy; however, the way they were implemented needs some modification. The results are discussed from the perspective of four aspects related to the concept of autonomy: reflection, responsibility, motivation and self-confidence and suggestions for future improvement are given.