Abstract
Students in a teacher training program planned and implemented a campus visit project for learners with low Japanese language proficiency in a community-based Japanese language class. The learners visited a Japanese university, observed classes, and participated in exchange activities with university students. In the survey, the learners rated each activity highly, reflecting their satisfaction with the project. The key success factors were as follows: the close age gap between the university students conducting the project and the learners, the design of tasks to encourage participation, and the use of plurilingual skills throughout the activities.
https://ror.org/04q1n2n82 
