The potential of experiential learning cycles incorporating collaborative assessment learning in Japanese language courses

Abstract

　In this study, we implemented an experience-based learning model for first-year students at a higher education institution, which aims to cultivate “honorific language skills” through Japanese language courses and provides time for students to think about and practice their own learning goals and learning plans (experiential learning outside of class time) and to collaboratively review their own experiences (collaborative evaluation learning), rather than goals given by instructors. We implemented an experiential learning model. The effectiveness of the practice was measured objectively by the honorifics test administered before and after the class, and subjectively by the class questionnaire administered before and after the class. The results of the survey confirmed both quantitative and qualitative data on the effectiveness of the class, and the descriptive questionnaire results indicated that the students' “ability to speak respectfully” may have been fostered. The students with the highest score increase from the pre-test to the post-test also read the most books in the past month. The correlation between the top 25% of students in the pre-test and the post-test was also confirmed in terms of “the length of time spent working part-time per week,” “the length of time spent talking with people in the community per week,” and "the length of time spent talking with faculty and staff on campus per week.