This study examines how Japanese language learners perceive email-writing task difficulty relative to preset levels, based on ratings after completing twelve tasks. Participants were 33 upper-intermediate to advanced learners in Japan, native speakers of Chinese or Korean. Judgments largely matched preset levels, but discrepancies emerged when beginner-level or intermediate tasks were chosen as the most difficult. The results suggest that difficulty judgments were influenced by the relationship with the reader, psychological pressure on the writer, task complexity, and prior experience with similar tasks.

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This study explores the effects of stepwise discussion activities on higher-order thinking in Japanese language education. Four learners of Japanese at the lower-intermediate level participated in discussions structured into three stages. Learners’ utterances were analyzed using a seven-level thinking strategy rubric. The results showed that evaluative, integrative, and creative utterances appeared more frequently in advanced-stage discussions, particularly those based on free-choice topics. These findings suggest that stepwise discussion activities may facilitate the externalization of higher-order thinking.

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This study investigates generative AI usage among non-native Japanese language teachers working overseas. A survey of 172 teachers reveals a clear disparity in how teachers evaluate the AI’s utility for themselves versus their learners, along with variations in institutional rules. While AI is valued for its work efficiency, experienced teachers exhibit a more cautious stance to evaluate learner utilization, indicating concerns about the potential impact of efficiency-oriented AI applications on learning processes.

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This study comprised a campus visit project to “connect with society” for Japanese-language learners and Japanese university students in the academic year 2025 aimed at narrating “stories about themselves” and collaboratively considering and discussing their own ideal town (i.e., Hamamatsu City). The campus visit was informed by three key characteristics. First, using “visual narratives” enabled participants to spontaneously express their experiences and thoughts about their past, present, and future. Second, raising awareness of their being as “social agents” fostered a sense that “we” (the participants) were creating “our” (their) town. Finally, the use of plurilingual skills enabled participants to express their opinions and thoughts extensively.

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In this paper, we discuss to clarify the determining criteria for good writings by native teachers (NT) teaching Japanese at universities in Vietnam upon assessing narrative writings about “problems/ challenges” as well as their areas of focus in reading such essays. The Think-aloud Protocol was conducted on two NTs. The study showed while the criteria for good writings by NT1 had been “Sequence”, “Accomplishing the Task”, “Clarity of Main Point” and “Japanese”, he focused on “Event Description, “Sequence” and “Accomplishing the Task” while reading the essays. Similarly, the study showed that NT2 selected good writings based on “Accomplishing the Task” and “Event Description” while also focusing on additional elements such as “Accuracy” and “Japanese” when reading the essays.

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This study examines how Indonesian learners of Japanese convey politeness through prosodic features. Speech data were collected from 24 intermediate to advanced learners who produced two Japanese expressions in neutral and polite conditions. Acoustic analyses using Praat examined mean F0, pitch range, utterance duration, and sentence-final intonation, supplemented by auditory impressions. Results showed that polite speech was often characterized by higher pitch, wider pitch range, longer utterance duration, and non-rising final intonation. Although these findings did not fully correspond to polite prosodic features described for native speakers in previous studies, some learners employed voice qualities such as creaky voice and breathy phonation.

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This pilot study examines the feasibility of AI-assisted Dynamic Assessment (AI-DA) for Japanese reading comprehension. Multiple-choice (MC) tests are efficient but often reflect test-taking strategies, whereas constructed-response (CR) formats better capture learners’ mental representations at higher scoring cost. Dynamic Assessment (DA) adds graduated mediation to gauge ability and learning potential, but is hard to scale. An AI-DA system that automatically scores CR answers and provides stepwise mediation was piloted with an intermediate Japanese learner across four online sessions. Results suggest MC and CR tap different reading constructs, and AI-DA can balance efficiency with diagnostic depth.

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The purpose of this study was to examine how scrapbooking activities at “Nihongo Cafe,” a platform for intercultural exchange, were perceived by the participants and the staff. The analysis revealed that the participants enjoyed the collaborative engagement and interaction sparked by the visual elements and design. Furthermore, the staff members recognized such interactions as being beneficial. The introduction of scrapbooking activities demonstrated their potential to create inclusive spaces in which students from diverse backgrounds could participate and interact.

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This study examines how a student majoring in Japanese language education has deepened her understanding of foreign workers coming to Japan through interviews with Myanmar workers in Japan. Semi-structured interviews were conducted with three Myanmar women to explore their life stories. The findings showed that motivations for coming to Japan include both social factors related to the situation in Myanmar and personal reasons such as family responsibilities and self-development. Engagement with these narratives has helped the student move beyond stereotypical views and develop a more nuanced understanding of the acceptance of foreign workers in Japanese society.

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This study examined two native Vietnamese speakers with experience teaching Japanese at Vietnamese universities to identify the anxieties and difficulties they faced in teaching Japanese, as well as the coping actions they took to resolve those anxieties and difficulties. The results revealed that Vietnamese Japanese language teachers experience anxieties and difficulties regarding teaching methods, insufficient knowledge about Japanese language education, and career-related concerns. Furthermore, it was found that they cope with these anxieties and difficulties through utilizing personal and external resources.

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This paper reports on the theory of concept-based language instruction in intermediate-level Japanese classes and the practice conducted based on this theory. The practice was carried out in the following five Phases. Phase 1: After eliciting learners' knowledge of the meaning and usage of items related to the target item, present the new item. Phase 2: Explain the form, meaning, and usage of the target item. Phase 3: Present SCOBA to enhance understanding. Phase 4: Conduct conversation-based practice exercises. Phase 5: Have learners create example sentences using the target item in both written and spoken forms to confirm understanding.

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The present study analyses interviews with two experienced teachers following a semester of teaching a volunteer-involved Japanese language class. The findings indicate that, while teachers valued volunteers’ contributions, they faced challenges such as increased complexity in classroom interpersonal relationships, shifts in teachers’ roles, and viewing volunteers as benefactors. These difficulties and experiences prompted the introspection, leading to a re-evaluation of their pedagogical practices and their personal beliefs. The study demonstrates the need for support systems to assist educators who navigate the challenges when managing volunteer-involved classrooms for the first time.

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Amid increasing globalization, schools are required to foster students’ intercultural communicative competence. This paper reports on three intercultural exchange practices conducted by the authors in collaboration with Japanese language schools and high schools or universities. An examination of these practices reveals multiple benefits, including improvements in academic learning and intercultural communicative competence. In addition, the findings suggest that the outcomes of such practices are not fixed but vary depending on the context and environment, and that shared goals among participating institutions are not always a prerequisite for successful collaboration. Finally, this paper proposes the development of a shared template to facilitate the documentation and dissemination of intercultural exchange practices.

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This paper explores the elementary Japanese language curriculum designed for science and engineering students at the Vietnam Japan University, focusing on instructors’ perspectives. A questionnaire survey and semi-structured interviews were conducted with nine instructors who taught in the 2024–2025 academic year. While the curriculum showed a certain degree of appropriateness in developing basic Japanese skills, several challenges were identified, including limited vocabulary and inadequate mastery of characters and a mismatch with learners’ disciplinary backgrounds. Based on these findings, the study highlights the need for a curriculum redesign responsive to the requirements of science and engineering students.

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This study aims to clarify the actual conditions of Japanese language use among foreign workers in the accommodation industry through interviews with six foreign staff members working at ryokan in the Higashi-Izu area of Shizuoka. The results indicate that, while participants have a basic understanding of the importance and use of honorific expressions, they experience difficulties applying them in workplace settings. In addition, difficulties in listening comprehension during customer interactions and a limited understanding of Japanese culture were perceived as factors contributing to challenges in their work.

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The purpose of this study is to empirically demonstrate the effects of feedback based on AI automatic assessment. The findings of this study demonstrate that the introduction of an AI automatic assessment system significantly contributes to improving L2 learners' listening comprehension abilities from three perspectives: (1) providing real-time, individualized, and continuous feedback; (2) detailed visualization of the listening comprehension process and elucidation of cognitive processes; and (3) qualitative understanding of comprehension content through importance-based assessment and formulation of appropriate instructional plans. A particularly important finding is that recall rates by importance level enable multilayered assessment of the quality of learners' listening comprehension.

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Language teachers in local communities assume that students will learn kana on their own. Students who do not will have trouble following class instruction and often drop out. To address this issue, a pilot instructor training course was implemented for individuals with experience as Japanese language supporters, with the aim of providing instruction in kana learning. Reflections from the participants revealed that the training course needs to incorporate hands-on experience in supporting learners and to develop the instructor’s perspective. The use of technical terminology is also an issue.

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This study aims to clarify the processes and underlying factors through which former Japanese language teachers chose to change careers. Interviews with two former Japanese language teachers were analyzed using the trajectory equifinality approach (TEA). Two pathways were identified: one involving a teacher who had built a career overseas but chose to return to Japan and change careers due to life events such as marriage, and another involving a teacher who developed interests in other fields through domestic teaching experience and proactively pursued a career change for career development. These findings highlight the diversity of pathways leading to career change among former Japanese language teachers.

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This paper reports on a “Japanese essay-writing activity,” designed to develop foreign workers’ reading and writing skills and, at the same time, to enhance workplace communication. In this activity, participants write short daily essays describing their tasks or experiences, and Japanese colleagues respond with comments. The results show that the activity promotes communication and mutual understanding between the workers and their colleagues. However, their interactions and written responses suggested that some participants did not fully understand the purpose of writing in the activity. In order to support participants who are unsure of its purpose, essay themes and model texts are currently being developed to match the workers’ language proficiency.

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We developed worksheets for international university student-athletes who had never studied Japanese to practice reading and writing hiragana and katakana in order to help them efficiently acquire Japanese characters and vocabulary. We selected sport-specific vocabulary through quantitative text analysis and our experience, incorporating them with basic vocabulary into the worksheets. To reduce the intrinsic burden on students, the Japanese phonological system was introduced initially using the Roman alphabet, and character learning was designed to be completed in class. The worksheets improved their learning efficiency and memory of characters and vocabulary, and promoted self-directed learning. As only a limited number of students used the worksheets, we would continue to use them for improvement.

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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.

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This paper examines how the school, which has maintained exchanges with international students for approximately ten years, perceives and implements these activities based on interviews. Analysis revealed that these exchange activities significantly influence the overall school culture. Perspectives on the activities spanned four categories: educational philosophy and objectives, practical implementation, changes observed in students, and continuity and institutionalization. Under the strategy of establishing exchange activities as a distinctive feature of the school, the concept of “institutionalization without over-institutionalization” emerged as a key factor for sustaining the activities.

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This study examined how scoring the number of texts read in graded assessments affected learner perceptions in Japanese extensive reading classes. Using qualitative analysis, three learner types were identified: those who reached targets despite psychological pressure, those who achieved them through routinized habits, and those who prioritized other activities or personal fulfillment over reading quantity. The results suggested that numerical goals can foster habits but also cause mental burdens. A balanced assessment design and continuous support are necessary to sustain learner motivation while reducing pressure.

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This paper examines four years of practice at the Japanese Academic Writing Support Desk (AWSD) at Yokohama National University, drawing on collaborative reflections by four Japanese language instructors. The study shows that, with the spread of generative AI and translation tools, instructional support has shifted from error correction to guidance on paragraph structure, cohesion, and stylistic naturalness. Central to this support is dialogue in which students explain their ideas and instructors collaboratively consider revisions. This process highlights the unique value of teacher-led support that cannot be replaced by AI.

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This study examines the feasibility of creating a Japanese language textbook for international student athletes using generative AI. As a pilot case, ChatGPT was used to rewrite Situational Functional Japanese by incorporating basketball-related vocabulary and communication scenes. The generated materials were evaluated by Japanese language teachers. The results suggest that generative AI can efficiently produce sport-oriented teaching materials while preserving textbook structure. At the same time, issues were identified in grammatical accuracy and exercise design, indicating the need for careful prompt design and human revision in future textbook development.

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This study aimed to visualize collaboration processes in a generative AI–integrated advanced university Japanese course using Multi-Channel Sequence Analysis (MCSA). Based on five-dimensional qualitative coding, the processes were categorized into two types. Frequency comparison, Epistemic Network Analysis (ENA), and state-transition visualization showed broadly similar overall structures, but a clear difference in the timing of AI use: Type 1 followed an “embedded” pattern with on-demand use during production, whereas Type 2 showed a “pre-processing” tendency, using AI after initial interaction to refine concepts and expressions before moving to production.

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This paper reports on a teaching practice conducted in a Japanese language teacher training program in which learners’ essays were evaluated using flowcharts. Results from a post-class questionnaire indicated that participants developed an understanding of writing assessment methods as well as the importance of evaluation criteria. Furthermore, in-class discussions revealed several strategies for alleviating the difficulty of writing assessment, including establishing clear evaluation criteria, using sample essays and assessment examples, and sharing perspectives with others. These findings suggest that incorporating such approaches into teacher training programs can be effective.

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This study proposes “peer watching,” a peer-learning activity in which Japanese language learners and native speakers co-construct knowledge through discussion while viewing audiovisual materials that include cultural and nonverbal information. Six learner–native speaker pairs watched a 30-minute documentary on Japanese night schools individually and then together; questionnaires and recorded discussions were analyzed. Successful pairs used reciprocal questioning, empathic responses, and comparisons with their own cultures, leading to deeper, evolving perspectives and follow-up self-study. Unsuccessful pairs showed superficial backchanneling and limited support during silences, reducing collaborative learning effects.

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This study revisits the often-neglected ontological question in teacher education: “What does it mean to be a teacher?” Using pattern language as a qualitative method informed by phenomenology, a workshop was conducted to examine how a Japanese language teacher reinterprets lived experience. Through dialogical engagement with others, the participant reconstructed the meaning of the experience shared in the workshop. Interpretation of the narrative suggests that the reflective process mediated by pattern language nurtures ontological awareness and opens new possibilities for ongoing professional growth in teaching.

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This study focuses on athlete international students who balance academic study with intensive athletic training and therefore have limited opportunities for Japanese language learning. As part of Japanese language education support for these students, the study aims to develop a basic vocabulary list that facilitates communication and understanding in extracurricular sports activities, particularly track and field. Using physical education practical textbooks as source texts, 110 vocabulary items were extracted through textual analysis. The results reveal that Japanese used in track and field contexts contains many words related to physical movement and bodily states, including verbs, nouns, and adjectives that are rarely addressed in general Japanese language education.

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This study examined the effects of paragraph-level question generation as a means of promoting purposeful reading of long texts. Participants were first-year international students at a Japanese university. The generated questions were analyzed in terms of textual answerability and question type (cross-paragraph, main-idea, or detail-focused). A post-activity questionnaire was also analyzed. The findings suggest that question types varied according to paragraph function and that paragraph-level question generation clarified learners’ reading focus and supported sustained, goal-oriented reading.

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We try to make educational materials about Japanese vocabularies in basic mechanics for foreign students in a KOSEN (college of technology). This work is being done collaboratively by a Japanese language teacher and a math and science teacher. First, we looked for vocabularies that are frequently used in the textbook “Basic Mechanics” by using text-mining software. Then, we classified these vocabularies by difficulty level and extracted vocabularies including particular meaning or usage from them. This task requires Japanese viewpoints as both a general learning language and technical terms. Therefore, interdisciplinary collaboration is necessary.

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This paper investigates how essay writing by intermediate non-kanji Japanese learners is influenced by handwriting, smartphones, and PCs. We analyzed text length, orthographic and conjugation errors, and predictive conversions in essays written by 10 learners, using their process data. Kanji was used 2.2 times more, with higher accuracy, on smartphones and PCs than with handwriting. Notably, about 20% of smartphone predictive conversions occurred without any input. Conversion functions support writing; however, teachers should consider learners’ autonomous expression choices when selecting media in classroom settings.

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In recent years, the rapid advancement of generative AI and similar technologies has significantly transformed the environment for Japanese language learners. To investigate the actual usage of learning tools, we conducted a questionnaire survey, interviews, and in-class discussions targeting Japanese language school students. We found that ChatGPT and Google Translate are the two most commonly used tools, that learning tools are primarily used as dictionaries, and that many users are aware of ChatGPT's shortcomings but still use it. Moving forward, it is essential for teachers to acknowledge this reality and implement strategies such as creating opportunities for learners to share learning methods and tools with each other. Additionally, teachers themselves must continuously update their knowledge of learning tools, including generative AI.

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This study examines how generative AI can support reflective practice prior to face-to-face collaborative reflection sessions. Five university students interacted with ChatGPT by inputting their teaching-related experiences and responding to AI-generated questions. Qualitative analysis of the AI’s questions revealed nine categories, including factual confirmation, eliciting emotions, prompting learning awareness, projecting to the future, and advisory intervention. Findings suggest that AI-generated questioning may scaffold reflection for learners who lack confidence or experience. However, concerns remain regarding AI-driven intervention and the possible simplification of reflective processes. These results highlight both the potential and the limitations of AI-supported reflection.

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This study investigates the structure and developmental process of role identity transformation experienced by a visually impaired Japanese non native speaker (Participant A), drawing on an in depth interview. The analysis demonstrates that Participant A established a foundation for life in Japan through both institutional and incidental forms of support, thereby redefining autonomy as the capacity to act agentively while accepting assistance. Recognition of the reciprocity inherent in support enabled Participant A to reconceptualize moments of receiving help as opportunities to instruct others in appropriate guiding techniques. These experiences collectively facilitated a shift from a recipient of support to an active agent promoting societal understanding of visual impairment.

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This study outlines the refinement of Hiragana teaching materials for Indian secondary students, employing a Hindi-based mnemonic association method with AI-generated imagery. Addressing prior feedback from Indian Japanese Teachers (IJT) regarding the ambiguity of specific illustrations, this research generated revised visuals using modified prompts to enhance semantic clarity. A subsequent validation survey with IJT was conducted to assess the pedagogical suitability of the updated images. The results demonstrated that the revised illustrations were unanimously evaluated as intelligible and appropriate for learners, establishing a foundation for future validation studies involving student participants.

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This study investigates international students’ daily activities and their use of Japanese. Data were collected using the Experience Sampling Method (ESM), which captures participants’ activities and experiences in real time when prompted to respond. Data were collected regarding where students were, with whom they were, which language(s) they were using, and what activity they were engaged in. The results showed that academically related activities, particularly studying and attending classes, accounted for the largest proportion of reported activities. Students were most often in their own dormitories or apartments and frequently reported being alone. Japanese use was mainly associated with classes, studying, and transportation, indicating limited opportunities for interaction outside the classroom.

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This study aims to examine the effectiveness and challenges of using educational apps as Japanese language learning material. We investigated the above by using the app “Asonde Manabu! for Nihongo Nyūmon” (Unity Inc.) targeting beginner Japanese language learners from Kanji and non-Kanji countries. The effectiveness and issues were categorized based on their responses to questionnaires and interviews. The results indicate that while using the app demonstrated a certain degree of effectiveness, particularly in vocabulary acquisition, improvements remain necessary regarding the user interface (UI), cultural consideration, learner needs, and instructional design to better suit learners from these countries.

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This study reports on the development and publication of an original Can-Do List for the Practical Japanese Communication Test (PJC). The creation of this list was guided primarily by the PJC's official guidebook and corresponding examination content. This was carried out based on the test's core objective: to facilitate the acquisition of Japanese language proficiency necessary for personnel to achieve immediate effectiveness within a corporate environment. Moving forward, the main focus will be placed on monitoring examinees' acquisition levels and the practical application of their skills in societal contexts.

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Collaborative practices in Japanese language education (e.g., teaching, material development) often lack shared information on the processes and know-how of how they are successfully conducted. To address this, the authors hosted an online event featuring two groups of collaborators, focusing on the formation, communication, and key considerations of their joint work. A post-event survey showed highly positive feedback, with participants valuing the focus on the collaborative process and Japanese Language Education Management perspective. This strongly indicates a need for platforms that emphasize sharing information and exchanging opinions on "how to proceed" with collaborative initiatives, beyond just detailing "what was done."

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In this study, “Space Japanese Language Education” aiming to achieve the formation of citizenship will be proposed. Space Education in JAXA is defined as using space as the tool and aimed to nurture children’s creativity. However, from the perspective of the formation of citizenship, those contents of JAXA’s Space Education materials would not be suitable to apply for Space Japanese Language Education aiming to achieve the formation of citizenship. Therefore, in this study, Space Education which focuses on the change of astronauts’ mind to nurture learners’ citizenship based on constructive dialogue will be proposed.

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This paper reports on an experiment conducted at the Inter-University Center for Japanese Language Studies (IUC) aimed at increasing learners’ speaking time outside the classroom through the use of an app. A reading-aloud app was introduced in 2023 and its effectiveness was evaluated through questionnaire and interview surveys. The results indicate that the app was found to be effective; as a result, the program was expanded and greater attention was given to pronunciation instruction. The experiment suggests that, even given limited class time, it is possible to provide continuous support for curriculum-linked autonomous learning in listening and speaking.

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This study investigates workplace communication challenges faced by highly skilled foreign professionals and their coping strategies. Semi-structured interviews were conducted with seven highly skilled Vietnamese professionals working in Japan. Coding of the interview data identified 15 challenges, categorized into four areas: language comprehension and use, mutual understanding, external business communication, and workplace practices. Analysis also revealed 22 coping strategies, highlighting the importance of active clarification behaviors for smooth task performance and trust building.

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This study examines how discussion expressions are learned and evaluates the potential and limitations of AI-based practice. Expression frequencies in final test discussions by advanced international students were compared with those in simulated discussions involving two humans and one AI. Some expressions practiced in class appeared frequently in tests but rarely in AI interactions, while others were overused by the AI. Although the AI supported discussion organization and summarization, it struggled to express hesitation, opposition, and backchannels. These imbalances may influence how humans perceive the interaction, suggesting that AI is useful for preparation but real human discussion remains essential.

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This study investigates which types of information supporters of Japanese extensive reading (ER) consider essential for facilitating ER activities. Online survey responses were gathered from 47 teachers and volunteers who ranked 16 information items drawn from ER handbooks. Overall, reading materials, introductory methods for learners, and the supporter’s role were prioritized. Novice supporters emphasized book acquisition and support formats, while experienced supporters prioritized implementation procedures and practical roles. Lower-ranked items included grading and reading logs, ultimately reflecting low compatibility between ER and formal assessment. The findings inform the design of targeted online resources to support ER implementation.

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This study conducted interviews focusing on middle-aged and older adults who chose Japanese language teacher as a second career. The aim was to clarify the promoting and inhibiting factors when they become Japanese language teachers and when they continue as Japanese language teachers in the early stages of their careers. The results showed that those who became Japanese language teachers were motivated by self-establishment and those who were motivated by utilizing the expertise of their first career. In continuing their careers, the former faced difficulties unique to Japanese language teaching, while the latter struggled with the difference between their expertise and that of their first career.

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This study reports on a training program for community-based Japanese language education supporters. The ARCS model organizes strategies for enhancing learner motivation into four components: Attention, Relevance, Confidence, and Satisfaction. In this program, participants learned about the ARCS model through training itself designed according to the ARCS framework. The method aimed to enhance supporters’ motivation, while content focused on strategies to foster learners’ motivation. Results from participant questionnaires showed increased motivation, suggesting such training may promote sustainability in community-based Japanese language education. Future work should strengthen supporters’ confidence.

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