A common explanation when teaching soo da ‘it appears’ is that it is not used with adjectives such as kirei ‘beautiful’. However, the appropriateness of an expression using soo da is determined not by specific types of adjectives but rather by the context in which it is used. This study reports on the authors’ attempt to teach soo da by contrasting both situations where it is used and those where it is not. The results have shown that this method of teaching significantly improved learners’ understanding of the usage of soo da.

View full abstract

The 2023 practice and survey results revealed that intermediate learners struggled with listening and participating in discussions in conversation activities with native Japanese students due to insufficient listening skills. Thus, the 2024 spring semester intermediate class focused on listening comprehension and made improvements to bridge the gap between language skills and thinking abilities. These improved activities received high evaluations from learners. Although the effectiveness is primarily based on learners' impressions and requires further study, the improvements were considered effective in intermediate-level classes.

View full abstract

This study examined key points for conducting Dictogloss to enhance news listening skills among advanced Japanese learners. Key points are: 1) use current news; 2) choose 1-minute news with 100-word sentences and 5 sentences total; 3) ensure a speaking rate of 400 characters per minute; 4) aim for a readability score (RS) of 2.0; 5) allow three listens. These conditions help maintain students' focus and maximize their listening comprehension and grammar skills. Gradually increasing difficulty builds student abilities effectively.

View full abstract

This paper refers to the college enrollment rate of international students who have completed Japanese language institutes and the challenges of preparatory education, and points out the importance of vocabulary education at EJU. Text data of reading and listening-reading comprehension questions for the 2022 EJU were analyzed, and differences among subjects were examined using correspondence analysis. As a result, it became clear that there were many peculiar vocabulary items in certain subjects. In the future, it will be necessary to seek more effective methods of Japanese language education while taking into account these differences between subjects.

View full abstract

Though most students at Japanese language schools enter university after graduation, there is a gap between Japanese language schools and universities, which requires logical thinking and problem-solving skills. To bridge this gap, this practice attempted to teach first-year Japanese language school students (N4 level, have lived in Japan for less than one year) how to give research-based presentations. They divided into groups and organized their research themes and questions, conducted interviews with Japanese people, and gave presentations on their research. As a result of that, the author realized that with simplified instruction, the research-based projects are effective even for beginner-level students.

View full abstract

We incorporated 200-character reading exercises in the "Kanji and vocabulary" class to enhance vocabulary learning, in addition to "Grammar," "Reading," and "Writing" classes. Initially, ChatGPT-3.5 was used for generating texts, but with the release of ChatGPT-4o in May, text creation efficiency and quality improved significantly. This paper reports on the use of ChatGPT-4o for creating JLPT N3 level vocabulary materials and the resulting benefits observed in the "Kanji and vocabulary" class.

View full abstract

The study examined the transformation in Japanese language learners' perceptions and behaviors during a full online flipped classroom course. The study used various methods, including pre and post course questionnaires, daily post-class comment sheets, interviews, teacher notes, and class recordings. As a transformation observed through the learners' evaluations, the focus of attention in the class changed from "the teacher" to "classmates" and "myself." Moreover, the learners began to teach each other and try to solve problems on their own. These are considered to be based on prior learning and sufficient cooperative learning, which are the characteristics of the flipped classroom. It was clear that online flipped classroom also showed some positive effects.

View full abstract

This study aims to clarify Japanese-language supporters’ perceptions of the roles and functions of community-based Japanese language classes. By conducting semi-structured interviews with five supporters, the study found that all the supporters perceived that their classes were unable to facilitate foreign participants’ involvement in the local community. Moreover, there were discrepancies in supporters’ perceptions regarding other roles/functions. These findings suggest the need for explicitly communicating the aims and goals of language activities to all participants in community-based Japanese language classes.

View full abstract

This study focused on the linguistic behaviors up to the refusal in invitation situations and investigated the usage characteristics of native Japanese speakers and Chinese learners of Japanese, respectively. The results showed that in situations where the burden degree is high, Japanese native speakers tend to use “information confirmation”, whereas Chinese learners of Japanese tend to use “information request” as an active response, followed by a refusal.

View full abstract

New participation and retention of human resources for regional Japanese language activities is an urgent issue. In order to clarify the factors hindering new participation and retention, we conducted an interview with the participant in the Japanese language volunteer training course who did not become a volunteer, and analyzed the results using TEA. As a result, it was found that they chose not to volunteer because the course demanded knowledge and responsibilities that should be assumed by professionals not volunteers. We argue that it is necessary to provide training and information on regional Japanese language activities that are suit-able for volunteers and in which anyone can participate.

View full abstract

This study focuses on pairs of transitive and intransitive verbs in Japanese grammar learning, particularly examining those that are morphologically indistinguishable. Among Japanese transitive and intransitive verbs, some have the suffix pattern "u-eru" while others have "eru-u," making them difficult to distinguish. Based on previous research, these verbs are classified as internal change type and external change type, respectively, with explicit explanations provided for learners. Utilizing corpus data, the study investigates usage differences by analyzing frequently co-occurring nouns and adverbs. It was found that intransitive verbs tend to retain their essential meanings, while transitive verbs often exhibit derived uses. Based on these findings, a step-by-step teaching method for beginner, intermediate, and advanced levels is proposed.

View full abstract

In creating the multiple-choice character form quiz, we explored which kanji were suitable as distractors by having learners actually take the quiz and answer a questionnaire. First, regarding the usefulness of the quiz, many said that it helped them recall the kanji they had learned. Many advanced-level learners said that it helped them notice the differences in shape from other kanji, and that it made it easier to remember kanji in relation to similar ones. Next, regarding the kanji choices, many intermediate-level learners emphasized the effectiveness for reviewing lessons, rather than the high similarity in form between choices, and many advanced-level leaners emphasized that the kanji should be frequently used.

View full abstract

This study examines how relatable case materials affect learners by analyzing an essay written by a learner who belonged to the same university and department as the main character and who felt anxieties after reading the case material “I Wish I Had Made More Friends.” We extracted three points: 1) his thoughts about making friends, 2) the details of his anxieties, and 3) his current attitudes toward making friends. The results indicate that he proactively socialized after reading the case, overcoming his anxiety. Maintaining a balanced portrayal in case materials is important to prevent excessive personal identification and associated anxieties.

View full abstract

To enhance Japanese language training for foreign IT employees in Tokyo, interviews with four supervisors of Vietnamese trainees revealed a preference for conversational Japanese and practical skills like handling daily life topics and overcoming comprehension challenges. This feedback supports a two-pronged approach: specialized internal training for business Japanese and external programs for everyday conversation skills. This tailored strategy aims to better address the varied linguistic requirements of IT professionals in Tokyo.

View full abstract

Individual differences, such as learning strategies, motivations and beliefs, are considered to play a role in the process of second language acquisition. This study conducts a questionnaire survey to elucidate the pronunciation learning strategies, motivations, and beliefs of Japanese learners at Chinese universities. Moreover, we examine whether there is a relationship between these individual differences and pronunciation ability. The results reveal four types of strategies, six types of motivations, and three types of beliefs among these language learners. Furthermore, the present study finds that some of these individual differences affect Japanese pronunciation learning.

View full abstract

The number of students with Sri Lankan roots is rapidly increasing in Sammu City, Chiba. Accordingly, educational support staff have been assigned to local schools. In our analysis of semi-structured interviews with Sri Lankan and Japanese educational staff, we clarify challenges that they face. Sri Lankan educational staff exhibit skills and approaches that are not found among Japanese educational staff: they provide support based upon an understanding of cultural differences and incorporate empathy in their support work.

View full abstract

This study analyzes the evaluations of introduction texts for intercultural communication by native Japanese speakers and Chinese learners of Japanese. While the ranking results and evaluation focus points show that Japanese speakers place more importance on how the text is introduced and concluded compared to Chinese speakers, there are many commonalities overall. Furthermore, the content of the introduction texts was analyzed in relation to reader evaluations, revealing the characteristics of highly rated introductions.

View full abstract

This paper presents the creation of hiragana learning materials for Indian secondary school students studying Japanese, using Hindi-based associative methods and image generation AI. The study explores the application of Image Creator, an AI tool by Microsoft, to generate illustrations for these materials. The authors detail the process of generating images, refining prompts to reduce noise, and ensuring the images' educational suitability.

View full abstract

This report examines Multicultural Co-learning between Japanese language school and university students, addressing two challenges: expanding participation without specific prerequisites and deepening competency development discussions. Mixed groups of 5-6 students used plain Japanese to debate equality and equity, aiming for consensus. The practice, not centered on English or Japanese language education, presented more linguistic challenges. However, strong collaboration emerged to overcome these difficulties. As for the content of the practice, students learned the importance of finding ways to resolve dilemmas by listening to and respecting each other.

View full abstract

This paper explores the elements and research methods of perezhivanie in the context of “teacher growth” by text-mining six literatures that discuss teacher growth based on sociocultural theory, using Voyant tools. The analysis indicated the narrative, stories, and interview as research methods. The elements were emotion/emotions, identity/identities, cognitive/cognition, and social. We then examined the words that co-occurred with those words and discussed why they co-occurred with those words.

View full abstract

This study investigates the improvement of an orientation course for technical intern trainees in Japan through action research. The course, taught by seven graduate student instructors, revealed challenges for inexperienced teachers who did not fully follow the course design. Key issues identified include insufficient understanding of learners' profiles, lack of concrete lesson images, and ambiguity in overall course goals. These role perceptions and miscommunications hindered collaborative course management. The findings suggest that sharing a clear and concrete course vision is essential to help inexperienced teachers effectively participate in team teaching roles, enhancing the overall course execution and management.

View full abstract

There is a variety of Japanese first-person singular such as "watashi" and "boku" in actual use. However, Japanese learners say that it is difficult to distinguish between the differences among them (e.g., Lee, 2010). This research extracts English translations and explanations of the first-person singular in comprehensive elementary Japanese textbooks used extensively since 2011 from the main textbooks and supplementary materials, and tabulated the differences in explanations among the textbooks. As a result, it is clear that the first-person singulars are explained with different nuances in different textbooks.

View full abstract

This paper reports on a 4-week long online intermediate conversation trial course held in March 2024. This course consists of self-study on-demand materials and a 60-minute weekly online conversation session. Through a questionnaire and an interview with the participants, it was confirmed that the course matches the participants’ needs and that it helped them gain confidence in using Japanese. However, adjustments such as the timing of the course and more interaction among the participants during conversation sessions are necessary.

View full abstract

This paper details the development of a specialized lecture corpus at the Faculty of Engineering and discusses its applications in Japanese language education. Specifically, the study addresses the following four aspects: (a) compiling a vocabulary list for each subject, annotated with characteristic information for each lecture based on TF-IDF value calculations; (b) sampling kanji frequently used in lectures through character n-grams; (c) investigating common expressions in lectures using word n-grams; and (d) exploring academic word synonyms with word2vec. These findings will facilitate learners’ seamless integration into specialized lectures.

View full abstract

This study seeks to clarify some beliefs about Japanese language learning to review the methods of Japanese language education for foreign students. In addition, this study presents the Trajectory Equifinality Approach (TEA) method of analysis , which addresses the lack of analytical methods. In a study of beliefs, Ko (2023) identified the issue of lacking analytical methods. The TEA method was proposed and used together with the orthodox peripheral participation theory to identify the Japanese language learning beliefs of foreign students at each participation stage and the transformation of those beliefs. Finally, future research issues regarding the factors that influence the process of belief formation are presented.

View full abstract

This study examines the implementation of an extensive reading (ER) program in a Japanese language classroom at Yuan Ze University, Taiwan. Initially, in 2007, Yuan Ze University launched its ER outside the classroom. However, its implementation faced some challenges, which limited its effectiveness. In 2024, the authors introduced an in-class ER program involving 52 students. Based on students’ course evaluation survey, the in-class ER was appreciated. However, some students found the materials too easy and felt the program was obligatory. To enhance effectiveness, the authors recommend visualising the effects on ER and providing students with information on how to select an appropriate book.

View full abstract

This report aims to elucidate the current state of Japanese anime viewing among Chinese learners of Japanese language. A survey was conducted targeting Japanese language learners at a regional university in China. The results revealed that due to the diversification of entertainment options, both the numbers of students who started learning Japanese because of anime and those who frequently watch anime have decreased.

View full abstract

Collaborative research has the advantage of compensating for three things that cannot be covered by individual research: (1) expertise, (2) diverse perspectives, and (3) networks. Also in collaborative practice the selection of the co-practitioners may reflect how the educational practice came to be. This paper describes the author's collaborative practice, the content of the practice and how the co-practitioners came to participate in the practice.

View full abstract

This report aims to examine the challenges associated with extensive reading for Japanese learners at Siam University, Thailand. A total of 52 students were asked to read books at the beginning of their “reading and writing” class for five months. While the interviews and questionnaires indicated that most students enjoyed and perceived improvements in their Japanese, some students exhibited reluctance to read. In conclusion, on the basis of these student interviews, the researchers suggest providing a wider variety of materials and clearly elucidating the purpose of the reading activity.

View full abstract

This paper reports on the implementation and effects of extensive reading at Malaysia-Japan International Institute of Technology. The activities were conducted during lunch breaks with voluntary participation, and participants were instructed to maintain reading logs. The results of a survey conducted after two semesters of activities revealed that the students enjoyed reading Japanese texts and perceived improvements in their vocabulary and expression skills. However, observed challenges included overlap with lunch breaks, limited time for extensive reading, and an inability to delve deeply into challenging texts. Enhancing the sustainability of participation requires improving the activities and overcoming these challenges.

View full abstract

A writing skills course titled "Communication Skills for Science Students" is conducted for first-year undergraduates to acquire skills to communicate logically and clearly. In the learning process of this course, a series of pair activities were implemented that incorporated visualization of thoughts and interactive feedback to communicate content to others multimodally. The study results, based on the questionnaires, showed that many learners recognized that visualization and image representation were beneficial for producing storyboards for presentations and writing. Additionally, it was observed that students who found such activities helpful were more likely to reference feedback from others regarding diagrams and data.

View full abstract

We conducted an interactive tanka appreciation activity for upper intermediate Japanese learners. Learners first interpreted tanka individually, then engaged in group discussions to develop creative and multifaceted interpretations. To address the lack of clear rationale in previous activities, learners were guided to extract evidence from the tanka for "when, where, who, what relationship, what they are doing, and how they feel" before writing their interpretations. Learners' self-evaluations noted the ability to use tanka words as evidence for their explanations, indicating the effectiveness of the scaffolding.

View full abstract

This study examines the use of dialogue-based AI in Japanese writing instruction, based on Vygotsky’s sociocultural theory. It focuses on a 10-year-old learner’s writing skills improvement through AI interactions, analyzing vocabulary, narrative structure, motivation, and self-efficacy. The research uses dialogue log analysis, writing evaluations, and interviews, finding that AI serves as a “more knowledgeable other,” enhancing the learner’s Zone of Proximal Development (ZPD) and fostering autonomous learning.

View full abstract

This study reports on the development and implementation of an automated system using Large Language Models (LLMs) to generate Japanese grammar practice questions for intermediate learners. The system, built using ChatGPT Plus, allows learners to practice intermediate-level grammar patterns through either auto-selected or self-specified methods, providing immediate feedback. User evaluations from four JLPT N2 level students over a two-week period were positive, highlighting the system's effectiveness in enhancing learning efficiency. Future challenges include a more detailed analysis of the naturalness of the generated sentences and user satisfaction with the system's feedback.

View full abstract

This research investigates the correlation between the elements necessary for building a Community of Practice in its early phase specifically within the context of Japanese online classes and environments where teachers do not intervene in the interactions between learners. The results of this correlation analysis show that learners’ free talking opportunities during, right before, right after, and outside class has a correlation with factors of Community of Practice. Moreover, it enlightens us to new insights into the correlation between learners’ interactions and how useful learners’ felt these interactions were. This result is expected to contribute to designing more effective Japanese online classes.

View full abstract

To clarify what kind of input Chinese learners of Japanese receive from native Japanese speakers regarding the acquisition of back channels, this study analyzed the use of both verbal and non-verbal back channels by native Japanese speakers in contact situations from the perspectives of form of expression, function, timing and frequency, and further elucidated their characteristics through comparison with native situations. As a result, it was found that there are differences in the input received by learners in contact situations.

View full abstract

The aim of this study is to clarify the differences in listener behaviors in three friends' conversations on the same topic in Japanese, English, and Chinese, in order to develop teaching materials for conversational data analysis. The frequency of listener behaviors (short utterance, head movement and laugh) was calculated for each of the three languages, and it was found that in Japanese, listeners used three times the number of listener behaviors as were used in English or Chinese. There were also differences in the frequency and percentage of listener behaviors demonstrated by the two listeners. By presenting these results and examples of conversations, the authors will create teaching materials for conversational data analysis that will facilitate comparative analysis between three languages.

View full abstract

To the best of our knowledge, no studies have used audiovisual materials in speech protocol analysis focusing on both produced language and content. This study conducted retelling-recall interviews with 10 JFL learners (JLPT N1-N2) using audiovisual materials. The results revealed that: (1) the recall rate in L1 was higher than in L2, though not substantially, and (2) the degree of text difficulty in the teaching materials has no significant effect on the replay rate, and (3) while recall of theme-related content was high, learners struggled to judge information importance, recalling various details at similar rates regardless of significance. These findings have implications for Japanese language education.

View full abstract

In recent years, generative AI has advanced significantly, offering improved language processing capabilities and greater accuracy. The benefits of AI in a language learning environment include providing feedback, aiding in language acquisition, and facilitating interactive learning experiences. While some institutions are still cautious, others actively embrace this technology. This paper describes a class practice where generative AI was positively received and actively utilized. A term-end questionnaire revealed that students found it compelling. This paper will analyze the use of generative AI in the "Japanese for Professional Development" course by examining writing results and questionnaire responses to explore its effectiveness and challenges.

View full abstract

This project created on-demand Japanese learning material for advanced students, drawing from the interviews with the individuals who continuously supported and encouraged areas affected by the Great East Japan Earthquake. This material aims to educate students on the current situations in disaster-affected areas and provide guidance on how to respond to disasters in the future. The material consists of four sections: pre-study, summary listening, detailed listening, and creative tasks. The material has been designed to support self-study using questions and tips. Currently, this material is in the testing phase and is intended to be made widely available online in the future.

View full abstract

We provide a wide range of information via email to broaden the perspectives of people involved in Japanese language education in Prefecture A. In this study, we conducted a survey on the actual use of this information and examined the issues related to providing such information provision. The survey results showed that despite the registrants stating that they obtained a wide range of information, the information they accessed was biased and did not lead to broader perspectives. To solve this issue, it was is necessary for the distributors to carefully consider the content and devise ways to present it.

View full abstract

The results of the evaluation of students for the Japanese language program at Nihon University showed that exchange students highly value the presence of Japanese student volunteers and benefit from interacting with them. Additionally, the volunteers themselves stated that they had gained significant learning by acting as student volunteers. However, the views of teachers on the presence of volunteers in classroom settings remained unclear. Thus, a questionnaire was administered to teachers to ascertain their opinions. The responses revealed that teachers have positive views about volunteer participation regardless of the difficulties encountered in the classroom.

View full abstract

Generation Z frequently engages with visual content and prefers learning and sharing knowledge through short videos. However, traditional Japanese composition education primarily relies on text-based methods like peer reviews, which should be updated to engage Generation Z learners. This study investigates the impact of group activities, including video production, tourism map creation, and presentations centered on traditional Chinese culture, as well as the interest and motivation of students majoring in Japanese at a university in China. The findings indicate that visual and interactive group activities enhance Generation Z learners' motivation and improve their writing skills.

View full abstract

Interview classes were held for international students in a Japanese language school for three months from January to March 2023. Students worked on assignments in groups throughout the class. A post-class questionnaire revealed that the students not only learned about interviews and presentations, but also experienced and learned various things from working collaboratively. However, working in groups became difficult for some students, leading them to not attend the classes till the end. This suggests that there are issues to be addressed in designing a collaborative class.

View full abstract

In an intercultural collaborative learning class, Japanese and international students interviewed people around the university with the aim of rethinking their everyday beliefs and values. Analysis of the students’ reports revealed that through the activities, students were able to rethink their beliefs and values, learned how to distribute the roles in a group, raised their intercultural communication skills, and endeavored to utilize the experiences to shape their own careers. However, upon reflection, they noted that the multicultural group activities were difficult and they were not prepared enough for the interview activities. This demonstrates that it is important for students to find their next challenges through collaborative activities.

View full abstract

This study analyzes and compares the practice of flipped classroom in a Japanese reading course for graduate engineering students from the perspective of student learning. Intermediate-high level students responded positively to the "Technical Reading" course, indicating that they acquired reading skills, vocabulary, expressions, and kanji. The post-reading discussions were particularly well-regarded. Concerns about self-study and topic relevance during preparation observed in intermediate-low level students were not noted among intermediate-high level students. The study suggests that students can deepen their learning by utilizing their preparation during in-class discussions.

View full abstract

In Taiwan, there are institutions and classes that incorporate anime into their curriculum. However, it has not been clear what motivations Taiwanese instructors have for doing so. Therefore, this paper conducted interviews with Taiwanese instructors. The results revealed that both instructors have a clear understanding of which anime to use and how to incorporate it into their lessons. Moreover, they are mindful of copyright issues related to the use of anime. On the other hand, it remains unclear what Taiwanese Japanese learners think about classes that integrate anime. Thus, investigating this aspect is for future research.

View full abstract