Abstract
This study investigated the learning motivation, self-perceptions, and extracurricular learning activities of university students in China majoring in Japanese. Based on survey responses from 75 third-year students, the results showed that although many recognized the importance of writing, they often felt anxious and struggled with it. Most autonomous extracurricular activities focused on receptive skills, such as watching anime and memorizing vocabulary, with limited emphasis on writing. These findings highlight a gap between learners’ perceptions of writing’s value and their actual learning behaviors. The study advocates creating supportive extracurricular writing environments to foster learner autonomy and enhance confidence in writing.
