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Self-reflection can be recognized as a process that gives students opportunities to stop and be reflective about the learning that has taken place (Davies, Herbst, & Busick,2013). This presentation provides analysis of the pedagogical implications of Japanese EFL college students’ reflective diaries in a speaking and listening course.The diary entries were qualitatively analyzed from the perspective of their contribution to the learners' awareness of their language skill development and progress. In addition, the research findings were discussed on pedagogical implications of perception, goal-setting, learning difficulties and motivation, and curricular aspects such as setting customized curricular goals and adjusting activity choices.