Abstract
This paper is an action research report based on reflections from three terms of Japanese language teaching practice at the Graduate School of Global Communication Practices, Akita International University. The author identified their response to the students' speech as insufficient during the autumn practice. To address this, intentional positive feedback was implemented during the winter and spring practices. As a result, in the survey conducted at the end of the spring practice, students reported that they became more confident and experienced a sense of security and trust. Based on these outcomes, the author examined the nature of the positive feedback provided, identified areas that were insufficient, and considered options for further improvement. The findings revealed that the praise lacked specificity and that there was insufficient attention to students' efforts. This paper proposes solutions to these issues and discusses appropriate positive feedback strategies for teachers to enhance student motivation.
https://ror.org/05qz4zw08 
