Reflection, reflective thinking, and reflexivity have been widely discussed in scholarly literature on higher education, yet there has been little focus on international students. These students navigate a multifaceted socialisation process, adapting to a new country with diverse cultural norms and integrating into a university environment that may differ from their prior experience (Barton & Ryan, 2020). The traditional, deficit-oriented view, which focuses on students passively conforming to cultural norms, has been challenged by perspectives that see adaptation as an active process filled with opportunities for personal growth (Xu, 2018). In the cross-cultural context, the pivotal role of reflection has been highlighted. For example, Bennet (1993) argued that interacting with people from different cultures for extended periods does not automatically result in meaningful learning. Such experiences lead to new understanding and appreciation when individuals reflect on and engage with them intellectually and emotionally. Engaging in reflection on significant events fosters a heightened awareness of their ability to take agency in achieving self-change (Boud et al., 1985). Building on this, the present study explores how international students from diverse linguistic and cultural backgrounds at an Australian university reflect on their learning journey and foster personal growth through engagement with the AI-powered application, Noticing. Using appraisal analysis (Martin & White, 2005), the study scrutinised how participants’ reflections, embedded within their interactions with Noticing, helped them become more agentic and action-oriented, promoting self-change. Data were gathered over a 12-week trimester from students enrolled in postgraduate programs. In the initial stage of data collection, participants used Noticing independently as part of their regular reflection activities. This was followed by one-on-one sessions to guide goal refinement and critical reflection on their progress. Participants then continued using the platform, allowing the researcher to track their evolving reflections and increased agency. Appraisal analysis, combining both qualitative and quantitative techniques, was then performed to examine the dialogic space created by participants. Centred on the ATTITUDE domain of the appraisal system (e.g., affect, judgement, and appreciation) (Martin & White, 2005), the analysis focused on the shifts in their attitudes towards their learning goals and experiences. This approach captured how participants critically revaluated experiences, navigated challenges, and took ownership of their learning. The presentation concludes by highlighting the potential of Noticing and the role of reflection in supporting international students’ reflective practices for their agentic growth, empowering them to steer their learning journey.

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