Stages of Autonomous Learning Development Observed in the Use of Online Resources by Chinese Students Majoring in Japanese

Abstract

This study investigates how students majoring in Japanese at Chinese universities engage in autonomous learning outside the classroom through the use of online resources. Interviews with 30 students (from first to fourth year) were analyzed using the Modified Grounded Theory Approach (M-GTA), revealing a three-stage learning process. In Stage 1, “Knowledge Accumulation and Interest Arousal,” students developed interest in the Japanese language and culture through basic learning and recreational exposure. In Stage 2, “Learning Progress and Motivation Maintenance,” students prepared for the Japanese Language Proficiency Test (JLPT) by managing their study habits and maintaining motivation with the support of online tools. In Stage 3, “Learning Deepening and Application,” students focused on specialized study and practical use, improving their proficiency through active language use. Overall, the results indicated that learners enhanced their autonomy, and online resources proved effective in supporting self-directed Japanese language learning.