The purpose of the study is to investigate feedback preference to student reflection incorporated in Korean university English foreign language (EFL) writing classes. It explored how they responded to self-reflection questions when integrated into their regular lessons. The goal of this research is to help Korean students become more dynamic reflective thinkers and to increase their learner autonomy. A student reflection questionnaire on self- reflection and autonomy was administered as well as a questionnaire on student perception of composition, unit tests and follow-up student interviews on the results of the questionnaire. Summarized are the impacts of student reflections on learning and autonomy, as well as the findings on the strengths and weakness of incorporating and using reflection in the Korean EFL university writing classroom. The findings from Spring 2013 indicate that students would benefit from participating in reflection to facilitate autonomous learning.