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Exploring the Educational Potential of Self-Reflection Note Tasks for International Students : Focusing on Self-Directed Learning Ability

  • The Journal of General Education
  • 2026, (36), pp.9~52
  • DOI : 10.24173/jge.2026.07.31.1
  • Publisher : Da Vinci Mirae Institute of General Education
  • Research Area : Social Science > Education > Field of Education > General Education
  • Received : June 21, 2026
  • Accepted : July 20, 2026
  • Published : July 31, 2026

KIM BOHYEON 1

1국립순천대학교

Accredited

ABSTRACT

This study explores the educational potential of Self-Reflection Note (SRN) tasks in a Korean culture course for international students, with a focus on self-directed learning ability. Twenty-eight international undergraduates completed eight SRN tasks over one semester. Data were collected through pre- and post-tests, SRN texts, and learner interviews. The post-test scores were significantly higher than the pre-test scores, with relatively large changes in learning planning and learning evaluation. The qualitative analysis identified five reflective patterns: understanding key content, recognizing incomprehension, comparing cultures, changing learning methods and attitudes, and forming subsequent learning needs. In later SRN tasks, learners tended to provide more specific explanations and learning needs. The interviews also showed that learners perceived SRN tasks as helpful for class comprehension, self-monitoring, cultural comparison, and self-expression, although some experienced burdens related to repeated writing and Korean expression. These findings suggest that SRN tasks may serve as a process-oriented instructional tool supporting international students’ self-directed learning and reflection.

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