抄録
This study is part of a series of research projects on incorporating online tools into lesson design in face-to-face classes. It proposes using Information and Communication Technology in face-to-face classes by classifying each online tool, based on a comparative verification of our teaching practices and statistical data on online tools for learners of Japanese. First, we examined whether current online tools can be used in face-to-face classes. Next, from a theoretical perspective, we attempted to organize this information by classifying online tools into two main categories according to their intended use and characteristics. From an empirical perspective, to demonstrate the appropriateness of adopting these online tools in Japanese language classes, we surveyed 30 learners of Japanese regarding their recognition of each online tool. Their responses demonstrated that more than 83% of them had Zoom experience and were familiar with Microsoft products, and they reported a good impression of the use of online tools such as Microsoft OneNote and Google Forms. After analyzing the responses obtained, we elaborated a classification table of online tools based on the high and low average evaluation scores of the respondents. We finally concluded that this classification table can contribute to developing of Japanese language education, especially for teachers who do not know what online tools are most readily available for their Japanese classes.
