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Description
This study examines how Japanese university EFL students develop intercultural identity through 12 weeks of structured reflective writing. Using directed qualitative content analysis (Hsieh & Shannon, 2005) grounded in Deardorff's (2006) Process Model of Intercultural Competence, weekly reflections from four students were coded across eight categories including cultural self-awareness, perspective-taking, and intercultural stance at three levels of reflective complexity. Preliminary findings reveal week-by-week developmental trajectories showing progressive shifts from descriptive observation toward critical self-reflection. Implications for fostering intercultural identity development through reflective writing tasks in EFL contexts are discussed.