Abstract
This study seeks to clarify some beliefs about Japanese language learning to review the methods of Japanese language education for foreign students. In addition, this study presents the Trajectory Equifinality Approach (TEA) method of analysis , which addresses the lack of analytical methods. In a study of beliefs, Ko (2023) identified the issue of lacking analytical methods. The TEA method was proposed and used together with the orthodox peripheral participation theory to identify the Japanese language learning beliefs of foreign students at each participation stage and the transformation of those beliefs. Finally, future research issues regarding the factors that influence the process of belief formation are presented.
