Abstract
In Japanese language classes for international students, Japanese students are sometimes invited to participate by providing learning support often referred to as “support students”. The participation of support students is believed to offer international students more opportunities for communication and help sustain their motivation for learning. However, teachers have different views on support students and how to use them. This study conducted semi-structured interviews with three Japanese language teachers. The results showed that each teacher had a different opinion on support students, and these differences were found to stem from the teachers’ personal beliefs about their language teaching experiences.
https://ror.org/05xszy717 
