This study qualitatively analyzes the reflective writings of high school students to explore how their awareness of responsibility in speaking and willingness to practice such responsibility are formed. Data were collected from 30 first-year students in a Korean language course during the first semester of 2025. These students learned conversational principles and participated in the “Reflecting on Language Use” activity. The analysis revealed that they developed a sense of responsibility for their speech through conflict experiences, feedback, and theoretical learning. Their awareness progressively deepened from emotion-centered and relationship-based recognition to contextual understanding and ethical reflection. Moreover, various forms of practice emerged, including changes in expression, continuous self-monitoring, and self-directed determination. Some students demonstrated linguistic maturity through the formation of cyclical practice and feedback structures. These findings suggest that reflection-centered speech education can foster autonomous language users and highlight the need to shift toward a pragmatics-based, ethically grounded instructional approach that emphasizes repeated practice and social responsibility in language use.