A Study on the Use of Games in Japanese Language Teaching Practicum: Focusing on Elementary and Intermediate-Level Classes

Abstract

This study examines five Japanese language learning games implemented by the author during three periods of teaching practicum. The games were analyzed from both design and implementation perspectives. Drawing on previous research, two sets of evaluation criteria were used: one for classifying the game types (Table 2), and another consisting of eight criteria related to instructional design and classroom practice (Table 6). The analysis revealed that while many activities successfully achieved elements such as appropriate challenge level, real-world relevance, interaction, rule explanation, preparation, and supportive learning environments, there were consistent shortcomings in aligning with learning objectives and in clearly communicating those objectives to learners. Notably, the findings suggest that rigidly applying all criteria may not always be pedagogically effective, especially for warm-up activities designed to spark interest. The study highlights the importance of teachers understanding the educational significance of game activities and applying criteria flexibly in accordance with the learning context. It concludes that Japanese language learning games can serve not merely as enjoyable class components, but as meaningful tools for supporting learners’ communicative development, provided they are used with clear educational intent and thoughtful instructional planning.