The author conducted a report project in a communication class, examining how learners developed their consideration for listeners during communication. The focus was on selecting information while being aware of how it would be perceived by the listener when initiating interactions. This perspective, rooted in prior learning, was evident in the report. Verification of this practice during subsequent discussions showed attention to developing discourse that anticipated listener reactions. Thus, learner observations were enriched through the interaction between classroom study and practical application. This process also prompted introspection on whether contextual details were adequately shared even during classroom exercises, leading to suggestions for further improvement.

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Interactive art appreciation, known as VTS (Visual Thinking Strategies), is reported to have educational effects such as cultivating appreciation abilities, as well as activating the viewer’s logical and critical thinking, so that this method is being applied to other fields not only art education. In this presentation, based on the analysis of data related to　expressions reflecting the progression of learners’ thinking obtained from the practice, we will propose that interactive appreciation activities are an effective method in Japanese language education as they help learners think logically and deepen their thinking.

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This paper examines the role of TAs in an intermediate-level course using on-demand Moodle material “Kokokara” together with weekly Zoom schooling as a part of the TUFS Online Preparatory Japanese Language Course for International Students. Survey results show that in facilitating breakout rooms, TAs supported participants’ learning in 4 ways: (1) being a Japanese conversation partner, (2) building participants’ confidence in speaking, (3) assisting with tasks, (4) fostering interest in Japanese culture. In summary, the TAs’ role in ensuring smooth online schooling involves being an active speaker and listener while providing support.

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The resources for non-native Japanese learners to study bungo are insufficient and need more support. Therefore, with the aim of developing systematic and comprehensive e-learning teaching materials that can be easily used on demand, we are planning to create an online introductory course on bungo grammar titled “BUNGO BUNPO.” Here we show a sample version of an explanation video from the course and some reactions from non-native viewers of the video.

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This paper examines the effectiveness of a vocabulary learning activity, “My Dictionary,” at a Japanese language institute. The results showed that students' researching, presenting, and sharing vocabulary improved their vocabulary retention and speaking ability, and helped motivate their learning. However, some issues were noted, such as difficulty in understanding other students' explanations and lack of teacher assistance. In the future, it is necessary to expand the scope of assistance and the target audience.

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This study investigates the use of the phrase daijoubu as a refusal expression when declining a bag at convenience stores among domestic and international Japanese learners. The study surveyed 48 international learners and 52 domestic learners, examining their reasons for using or not using daijoubu. The results indicate that domestic learners are more influenced by their linguistic environment compared to international learners, and their use of daijoubu is not related to their Japanese proficiency level or length of stay in Japan. While international learners tend to place greater emphasis on understanding the expression’s meaning, domestic learners often exhibit a tendency to blindly imitate native speakers. Furthermore, it was revealed that international learners have fewer opportunities to encounter practical usage scenarios, leading to a limited understanding of daijoubu as a refusal expression.

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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.

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With the increase in the number of foreigners living in the community, dialogue activities have become popular in community-based Japanese language classes. In this paper, the author introduces a dialogue activity that guarantees “voice” as an activity for foreigners living in the community to improve their lives as members of society. Based on the changes observed in the participants' “voices” and how they they perceive community-based Japanese language classes; this paper discusses the necessity of dialogue activities that guarantee “voices” in community-based Japanese language classes.

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The authors implemented a poster presentation activity incorporating CLIL (Content and Language Integrated Learning). The objectives were to foster the ability to learn in Japanese in beginner and lower-intermediate classes, to promote academic thinking, and to provide students with practical experience using Japanese. Through this presentation activity, students were able to recognize improvements in their speaking and listening skills in Japanese and deepen their intercultural understanding. This report discusses the significance of continuing such activities from beginner to lower-intermediate classes and conducting joint presentations.

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This paper is a report on project work carried out in a career education course for graduates of a Brazilian high school in Japan. In this project students ‘plan a visit to a local nursing home and provide recreational activities to make the residents smile’. The results of a post-project questionnaire survey confirmed that the students were positive about their activities and felt that they had made a contribution to society.

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This study presents the characteristics and creation process of the teaching materials developed for a 2-3 week Japanese intensive course that has been offered since 2022. The course is designed for beginner-level foreign residents aiming to acquire basic Japanese for daily life and to achieve A1 proficiency. It also addresses challenges encountered by instructors with limited experience in teaching Japanese, such as graduate students and Japanese language school teachers. The teaching materials were developed and continuously refined to enable instruction without the use of a mediator language. Additionally, a teacher’s guide was created to help instructors navigate these challenges.

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I conducted a survey on the development of “Language Ability” necessary for international students in a graduate science course in English to settle in Japanese society. I interviewed three people: a university career support staff, a person from a company employing international students, and a supporter for foreign residents. The result of this survey shows that, although “Japanese language skills” were emphasized in daily life, the needs of the high Japanese language skills in job hunting or in companies are not mentioned especially.

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This study examines the feasibility of automating protocol analysis in Japanese as a Foreign Language (JFL) research through artificial intelligence (AI) applications. Drawing on written recall protocols from ten JFL learners, we evaluated text comprehension using both AI-based assessments and human raters. The findings show comparable reliability between automated and manual evaluations, underscoring significant methodological implications for L2 reading research and the automation of protocol analysis. This innovation addresses the labor-intensive nature of qualitative second language acquisition (SLA) research while preserving analytical rigor in comprehension assessment.

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Many international students in Japan wish to work locally, but the distinct nature of Japan’s job-hunting process often leads them to reconsider their career paths. This study examines a program targeting beginner-level Japanese learners within an English degree program combining career support with “life and future history” writing activities. The findings highlight the significance of incorporating career guidance into early-stage Japanese language education. However, students faced challenges in expressing themselves in Japanese, underscoring the need for tailored vocabulary lists, examples, and ample time to build confidence. Creating a supportive, pressure-free environment that encourages self-reflection is essential for effective support.

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Growing interest in “question formulation” activities highlights their role in fostering critical thinking. In Japanese language education, efforts to enhance question-asking abilities are emerging. This study analyzes beginner-level Japanese textbooks to explore how question-formation is taught. Results reveal a higher use of interrogative-based questions, a focus on simple explanatory questions, and the presence of tasks involving higher-order cognitive skills, even at early stages. These findings offer valuable insights for improving Japanese language instruction.

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This study reports on using ChatGPT for summarizing newspaper articles by advanced Japanese learners. Students submitted original summaries, ChatGPT’s summaries, corrections, and revised versions for teacher feedback. While ChatGPT helped improve students’ skills and reduce teachers’ workload, it sometimes gave inappropriate feedback and missed errors. Therefore, a final teacher review is recommended, and students should submit the entire summarization process to enable better understanding and tailored guidance.

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Stating opinions logically is a crucial skill expected of independent language users, and regardless of the language used, it presents a significant challenge. Recently, discussion materials based on research findings have been developed for speaking activities. However, there has been limited exploration regarding the selection of themes, the reference materials available to conversation participants during discussions, and the process involved in creating such materials. In this paper, we report on the outline of materials we tried to rewrite based on a newspaper letter-to-the-editor section, and discuss the future challenges that lie ahead.

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A Japanese presentation event was implemented with a different format from the traditional Japanese speech contest on campus. Based on the results of surveys with participants, it was found that the objectives of the event were achieved and that the event stimulated participants’ motivation. However, participants’ comments revealed some points for improvement such as the presentation format, the presentation guidelines and management of the equitable division of tasks among group members.　

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This paper presents a case study of a multinational beginner-level class designed for graduate students in science and engineering. The teaching materials consist of three key components: learning natural conversation, engaging in discussions, and studying authentic materials. These components are structured in a spiral progression to facilitate and reinforce learners' understanding. This course places a strong emphasis on learning through discussions. Additionally, by practicing short utterances and responding promptly, the teacher helps students gain practical speaking experience and raises their awareness of language use in various contexts. Learners' reflections indicated increased confidence in speaking Japanese and greater motivation to continue learning the language.

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We conducted an activity in which students articulated their ideal class and used this vision as an evaluative measure to reflect on their teaching practices for undergraduates in the Japanese language teacher training course. As a result, the following was found: the framework for the ideal class encompassed the practicum period, beginning with re-evaluating one's role as a teacher, then analyzing lessons from the perspective of bridging the gap between ideal and actual teaching, and finally engaging in trial and error to achieve the ideal class. At that time, it was confirmed that the reflection index item for the ideal class was revised, integrated, and structured from the perspective of what kind of Japanese language teacher one aims to be or can aim to be.

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This paper reports on a technical Japanese class designed for students in a preparatory education program for undergraduate course. To accommodate the diverse specializations of learners, topics from Japanese secondary school textbooks were selected to provide a shared foundational framework. Activities were designed to leverage learners' prior knowledge, while integrated listening and reading exercises aimed to enhance vocabulary acquisition from both textual and auditory information. Through these activities, learners were observed inferring the meanings of unfamiliar Japanese words based on their corresponding English vocabulary. Additionally, students began self-assigning roles, a development regarded as effective preparation for participating in discussions in specialized undergraduate courses.

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This study conducted a pilot survey on the use of collocations with polysemous verbs as the nodes in comprehensive elementary Japanese textbooks. The results revealed that collocations involving multiple meanings are incorporated from the elementary level, and explanations for each meaning are provided, aiding learners' understanding. However, the study also identified the issue that the relationships between the different meanings are not explained.

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In a Japanese language education class, Japanese students and international students engaged in teaching their native languages to each other. This paper reviews the content and implementation of the ‘pear language teaching each other activity’ by international and Japanese students in the class, based on the results of a questionnaire and reflections on the time spent on the activity and the induvial achievement targets for the students. The results of the questionnaire are encouraging, whereas the reflection papers demonstrate enthusiasm.

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This study analyzes classroom activities aimed at enhancing awareness of the writing process using generative AI. By comparing multiple revision proposals from ChatGPT, participants gained insights into vocabulary, expressions, content, and structure, leading to more advanced compositions. This study demonstrates that generative AI is a valuable tool for writing activities and proposes a method for utilizing it in Japanese language education.

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This paper aims to improve course evaluation methods for a Japanese language class that incorporates story retelling tasks. The author identifies issues with the current evaluation system, which focuses primarily on knowledge assessment rather than performance evaluation. The study proposes a revised evaluation framework that includes both formative and summative assessments, considering the cognitive processes involved in retelling activities. The new approach incorporates portfolio assessments and audio data analysis, utilizing rubrics based on the Common European Framework of Reference for Languages (CEFR-CV). The author emphasizes the need for further practical implementation and verification to enhance the validity, practicality, and reliability of the proposed evaluation method.

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This study explored professors’ expectations of international students in the humanities and social sciences at a small private university, focusing on the required competencies through an interview survey. The findings underscore the importance of autonomy and active engagement in academic and social contexts, supported by “Japanese language proficiency for autonomy.” Other essential competencies include “Bachelor’s-level Japanese proficiency,” “academic adaptation skills,” and “foundational research abilities.” Unlike research-intensive university, this university prioritizes fundamental competencies and attitudes essential for developing “Bachelor’s competencies.” Japanese language instructors should design course content that aligns with these faculty perspectives, promotes collaboration, and addresses expectations for achieving effective educational outcomes.

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This study presents an Online Short-term Collaborative International Learning in which students are required to create a radio drama, with the aim of improving their intercultural ability. Based on the problems　 from 2023, we planned for the 2024 practice to aim for more active language and opinion exchange, to utilize a Dramatic approach, and to expand the time for collaborative drama creation. As a result, improvements were made in terms of increased interest in intercultural exchange and learning about language expression in drama.

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This paper reports on a four-day practical teaching session using AI-based Japanese language learning materials. The session targeted two second-year students from A University in Taiwan and consisted of 60-minute reading comprehension classes held once per day. An analysis of the use of AI materials during the practice sessions, combined with participant interviews, revealed that the materials effectively provide personalized and optimized lessons tailored to each learner's needs and proficiency levels. However, challenges for future development include designing learning procedures that account for learners' strategies, fine-tuning the difficulty levels of practice exercises, and creating diverse practice formats.

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This paper proposes "debate through collaborative learning," in which students acquire topic-related knowledge and vocabulary beforehand in class. An analysis of C1-level Japanese class debates shows that debate through collaborative learning enables students to talk spontaneously, reinforce vocabulary learning, and utilize strategies for conveying meanings.

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This study analyzes the demotivation process that led an international student, who wishes to work in Japan after graduation, to stop taking Japanese language courses in a faculty where degrees can be earned in English. Using the Trajectory Equifinality Approach (TEA), it was found that all three factors identified by Kakita & Miura (1983) – environmental, instructional, and individual factors – influence this process. While some factors are hard to change, faculties must adjust workloads and credit allocations, create a Japanese language environment, and design beneficial instructional content for students with diverse backgrounds.

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The Subdivision on the Japanese Language of the Council for Cultural Affairs emphasized the importance of fostering interest in kanji and familiarizing learners with its unique characteristics. In response, we decided to create learning support videos for learners who are from non-kanji-speaking regions. These videos were designed to make kanji easier to remember by breaking down the characters into components and crafting stories. After uploading the videos, we created webpages to provide easier access for learners.

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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.

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The term "management" is not frequently encountered in the field of Japanese language education, the perspective of how to smoothly achieve goals is indispensable in the practice and research of Japanese language education. This paper defines "Japanese language education management" as "strategies for achieving goals in the practice and research of Japanese language education" and provides an overview of research examples in the field of Japanese language education that have focused on management aspects. Based on this overview, the paper emphasizes the necessity of research focused on Japanese language education management to improve the quality of practice and research in Japanese language education.

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This study provides information to foreign residents in Japan and beginner-level Japanese learners worldwide. It analyzes classroom practices and evaluates the effectiveness of utilizing the video “Introduction of Linguistic Landscapes in Japan for Basic Level Japanese Learners”, which was created using linguistic landscapes as core material, in beginner-level Japanese language classes. Before viewing, most students lacked knowledge of Japanese and awareness of linguistic landscapes. After viewing, some reported that linguistic landscapes improved their understanding of Japanese and increased their awareness of context’s importance.

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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.

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The Japanese major curricula at Taiwanese universities emphasize the need for 'Japanese language + α (specialized fields),' but as far as we can see, there are few such classes. Additionally, although there are many Japanese-affiliated companies in Taiwan, there is no training program for new graduates. Students are entering the workforce without knowledge of corporate activities, and consequently, graduates working for these companies complain of a lack of practical knowledge and Japanese language skills. Therefore, the author proposes using gamification to experience corporate activities, aiming at applied Japanese language education that incorporates practical training.

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This study aims to evaluate the most suitable font for Japanese language instructors when teaching hiragana. A comparative analysis was conducted on three fonts—traditional Kyokasyo font, UD Digital Kyokasyo Font, and JapaneseLearners’ (J-Learners’)—through survey sheets and semi-structured interviews with five experienced Japanese language teachers. The findings revealed that the traditional Kyokasyo font, with its emphasized pen strokes and "hane" elements, often led learners to replicate incorrect character forms. Conversely, the UD Digital Kyokasyo Font was deemed more appropriate due to its understated pen strokes. However, certain "hane" features were found to disrupt learners' balance in character writing, highlighting the need for further refinement.

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This study investigated causative expressions in the “Science and Engineering Spoken Japanese Corpus.” The findings are: 1) Sentences with inanimate causative objects are far more common than those with animate causative objects, and most are transitive. 2) Causative verb patterns included (a) giving/receiving expressions, (b) te-form verbs indicating procedures, and (c) forms like -tai, -(y)oo, and -te iku. 3)Kango-verbs (having both transitivity and intransitivity) often appeared in saseru forms. Through our analysis, we found that these forms emphasized the difficulty of realizing a situation, expressed indirect causality, or marked transitive verb sentences.

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We investigated the second language anxiety of learners who participated in English-Japanese communication workshop and found that they had 1) anxiety about the environment, 2) anxiety about their target language level/use of their target language, and 3) anxiety about the workshop content. Most of them felt less anxious after attending the workshop and gained more motivation and opportunities to interact with target language speakers. This finding suggests that English-Japanese communication workshop has the potential to reduce learners' anxiety and improve their language learning.

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The authors examined how subtitled animations facilitate vocabulary acquisition among 51 Japanese language learners in Hong Kong. Participants were divided into three groups: subtitled, non-subtitled, and control. Over three weeks, they completed pre-tests, post-tests, and delayed tests, with only the subtitled group engaging in discussion activity after the delayed test. The comparison of average scores among the groups revealed that the subtitled group showed the most significant improvement. Comments from participants in the subtitled group indicated that high-frequency vocabulary and words learned from textbooks were particularly well-retained. These findings suggest that subtitled animations can serve as an effective tool for vocabulary acquisition in Japanese language education. In particular, the use of animations that include vocabulary related to textbook content is highly beneficial and shows potential for application in instructional material development.

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This study investigates the impact of AI and translation tools on academic writing by intermediate-advanced Japanese learners in Vietnam. Approximately 60.7% of students were found to potentially use tools like ChatGPT. While AI enhances grammatical accuracy and writing structure, it risks reducing originality and critical thinking. Systematic analysis of essays revealed patterns of AI usage and its effects. The findings stress the importance of integrating AI in teaching while fostering independent thinking and creativity. Practical suggestions for adapting teaching methods are discussed.

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This study reports on workshops aimed at promoting intercultural understanding and communication skills. Conducted as part of a university-led Japanese language education program, the first session featured lectures and exercises on microaggressions and “Easy Japanese.” The second session involved collaborative creative activities with foreign residents and local community members. These workshops enhanced participants' communication skills, fostered a sense of accomplishment, and highlighted the potential of university-led initiatives for advancing multicultural coexistence.

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The purpose of this study is to analyze the use of Japanese language by international students studying in Japan using Social Network Analysis data, and to identify opportunities for and changes in the use of Japanese language outside the classroom. The findings suggest that the use of Japanese language is not limited to interactions with Japanese students, who constitute a significant portion of the student body on campus. Instead, opportunities to use Japanese are facilitated through interactions with other international students. Moreover, the study found that opportunities for Japanese language use outside the campus arose from part-time work experience and attempts to find someone to communicate via the Internet.

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There are three primary tools for assessing and measuring children’s Japanese language proficiency: (1) the Dialogic Language Assessment (DLA), developed by the International Education Division of the Ministry of Education, Culture, Sports, Science, and Technology; (2) the JSL Band Scale; and (3) SPOT-Y for young learners. While numerous analyses and reports have focused on the individual characteristics of these tools, their interrelationships have not been thoroughly examined. By applying all three tools to the same group of children, this study revealed a strong correlation among the results, demonstrating significant interconnections between the three assessment instruments.

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This paper is a practice report of a "new face-to-face" (Hirata et al. 2022) Japanese kanji class using the Knowledge Construction Jigsaw Method (Shirouzu et al. 2019). This method was used in the second semester of a 2022 kanji course. Its effectiveness was evaluated using two methods: (1) an analysis of learning content by comparing the answers of 4 learners and (2) a survey of all 19 learners taking the class. The comparison of the learners' answers showed that their knowledge had deepened. The survey responses showed that the learners generally achieved their learning goals. However, there were issues regarding their intermediate kanji knowledge and problem-solving skills.

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The Japanese Language Program (JLP) at Nihon University offers a “Language Exchange Partner Program” (LEP), in which international and Japanese students learn languages in exchange. The JLP did not always actively support LEP, which led to difficulties in finding partners, and navigating the process of the exchange, as well as other issues. To address this, the JLP began to providing structured support to foster reciprocal relationships and enhance autonomy. An end-of-semester survey showed that this support was effective, but it highlighted the need for further measures to strengthen reciprocal relationships and to promote learner autonomy.

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