Abstract
From 1992 to 1994, CAI for kanji learning was introduced into the latter half of elementary Japanese and beginning half of intermediate classes. At the beginning it was introduced as a self-study system outside of the class, and later it was introduced into the course curriculum. The problem with the self-study system was that, first students didn't have enough time to study by themselves, and secondly, they would hardly study without any pressure from the teacher. When CAI was introduced into the curriculum, the problems of time and motivation we solved. Students studied with intense concentration and communication with teacher was increased during CAI implementation. Some students liked studying with a partner and others did not. The overall evaluation of the CAI was good: the following two points were cited as problems: 1) too easy kanji are included in the program 2) the computer works too slowly. To improve the effectiveness of the CAI component in the future, learned kanji should be omitted from the program and the capability and number of computers and the quantity of software should be upgraded. In addition, a program for kanji learning related to the class reading materials should be developed.
