Beliefs and Difficulties of Japanese Language Supporters Participating in Dialog Activities in a Community-Based Japanese Language Class

Abstract

This study aimed to identify the beliefs and challenges of Japanese language supporters (n = 5) in a community-based Japanese language class regarding dialog activities with Japanese language learners. Interview survey results revealed the common belief that these activities should contribute to foreign participants’ learning and acquisition of Japanese. However, differing beliefs about the approach to activities and the roles of the supporters were observed. Additionally, difficulties with dialog skills and concerns about the activities’ learning effectiveness were noted.