抄録
This paper reports on online Japanese classes using Japanese-language TEDtalks. Undergraduate and graduate students at the late-intermediate level of Japanese engaged in asynchronous classes in which they watched 10 TEDtalks and submitted assignments and synchronous classes in which they engaged in discussions and presentations related to the TEDtalks’ content. At the end of the semester, student evaluations included comments on the TEDtalks’ authenticity, the importance of output connecting the speeches to their own experiences, and the acquisition of knowledge beyond Japanese. In the future, it will be necessary to attend to the difficulty of understanding and teach students appropriate self-study methods.
