This study aimed at investigating the relationship between reflection phase and learning levels. It categorized the data described on reflection activities of students during class and made a comparison of the reflection aspects by each learning levels. The results of the study showed that there are differences in aspect by each level. First of all, the higher-rank group showed reducing negative views toward learning as its process went forward. In the latter part, they were increased back again, whose numerical value was higher than that of the middle and lower-rank group. In addition, notwithstanding their negative opinions, more students in the higher and middle-rank group recognized the importance of self-motivation and practice, compared to ones in the lower-rank group. Secondly, on the shifts during the learning process, the higher and middle-rank group, feeling difficulties of contents of the study, maintained more positive attitude (e.g. building self-confidence, making more effort and challenging further) throughout the process than the lower-rank group did. Particularly from the early to the middle stage, they increasingly indicated the attitude of self-encouragement and motivation on the contrary to the counterpart. On the other hand, the learners in the lower-rank group described more about self-praise or wishes than other groups did. The rate of description about reasons they were late or negligent of study, greetings, appreciation and apology was high as well. From those results, it is inferred that, through reflection activities performed in this research, feeling joy or interest in contents of the study, building self-confidence, and motivating themselves advanced improvement in the level of and helped develop their learning. Thus, it indicated that each level of learners had a different ability of self-led learning, of meta-cognition to analyze required learning for introspective activities and one’s self, and of problem-solving to go deeply into a question and to figure out a method for its solution, which led to a further development of the learning.