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This pilot study examines the perceived benefits of a self-evaluation activity by 73 Japanese university learners taking an elementary English conversation course. Participants were asked to watch online videos of English TED presentations, discuss their reactions to the videos in a group and then reflect on their individual speaking performances and listening skills after each group discussion using a retrospective self-evaluation form. Student comments indicated that the majority of learners perceived value in the process of identifying areas of weakness and in the prescribed task where they planned to improve on these areas. The preliminary findings support the use of self-evaluation and reflection tasks in second-language conversation courses to improve speaking and listening abilities and autonomous learning

Engendering Autonomy and Motivation through Learner Reflection Tasks