抄録
This study aims to examine the differences in K-code instruction depending on learners’ proficiency, focusing on character recognition and learning awareness among non-kanji learners. Non-kanji learners tend to perceive kanji as static shapes, complicating structural understanding. Based on a survey of 10 learners, this study finds that K-code instruction promotes awareness of stroke direction and ending movements and supports learning motivation among beginners; meanwhile, it encourages intermediate learners to reconsider the effectiveness of handwriting-based learning. Although exploratory, the findings indicate that linking form and movement may have different influences on learners’ awareness of kanji writing across proficiency levels.
https://ror.org/05qh38f12 
