This paper reports on career education conducted in a university-affiliated Japanese language program and the results of related surveys. The results showed that while many students wished to stay in Japan long-term and earn an average income, they were not aware of average salaries or the link between education and income prior to the career education. International students often lack access to career information and tend to be passive in gathering information. It is necessary to provide early support to help them build knowledge about long-term careers and develop information-gathering and decision-making skills.

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This paper examines the usefulness of incorporating into Japanese courses Keigo phrases, which learners hear and read daily, into regular short JSL learning activities for analysis in Japanese classes. The intent of Keigo phrases associated with specific situations was grasped at Level 0, and Keigo phrases were analyzed with vis-a-vis maintaining interpersonal relationships and being considerate. This procedure showed the potential for improving Keigo communication analysis skills. Furthermore, by continuing this type of analytical thinking for eight weeks, learners are expected to not only improve their comprehension but also their expressive abilities.

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This study reports on a project-based class involving volunteers and international students, exploring through feedback what factors helped participants work collaboratively. The study aims to help to transforming the Japanese language classroom into a space that encourages learning for both volunteers and international students in a mutually beneficial way. The feedback is a self-assessment of their collaborative work, as well as an evaluation of five suggested factors that contributed to their participation. Both students and volunteers found it helpful to have 'a space and time to talk freely', 'enjoyment', and their 'proactive attitude' to enhance their collaborative activities. This finding provides teachers with insight, which is beneficial in allowing participants some freedom in terms of time and space, when planning international collaborative projects.

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The authors decided to create learning materials using Monoxer, considering that it could serve as a useful tool for learners to connect their kanji learning with autonomous study. Monoxer supports handwritten kanji input, allows the creation of original materials, enables adjustment of difficulty levels, and provides visualization of learners’ progress. To avoid placing an excessive burden on the learners, a careful selection of kanji was made, and four types of exercises were developed: writing kanji, understanding the meaning of kanji, reading kanji, and a review test.

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This study examines the use of generative Artificial Intelligence (AI) in an intermediate Japanese course to enhance grammar, vocabulary, and writing skills. Three writing assignments were given. Students followed a four-step process: initial drafting; AI revision; critical evaluation of AI suggestions; and finalizing. Through this process, students positively engaged with both the assigned content and the AI feedback and made decisions based on communicative functions and learning objectives. The findings suggest that AI can serve as a valuable support tool in language learning when used critically and reflectively. However, students' AI literacy and specific evaluation models require attention in future study directions.

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This study investigates the process of research proposal writing by four Chinese undergraduate students at T University in Japan over the course of one year. The results show significant improvements in areas such as research motivation, background, and prior studies, with the content becoming more logical and aligned with individual research interests. However, changes in the research methods section were limited, with improvements mainly confined to formatting, and a lack of accurate understanding necessary for practical implementation was observed.

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This study develops a basic vocabulary list to support international engineering graduate students with job hunting in Japan. Key terms were selected based on surveys and input from career support staff. The list includes essential expressions used in resumes and interviews. The project aims to reduce language barriers and enhance students’ understanding of key terms in real-world employment contexts. Future plans include creating contextual examples, educational materials, and an online practice system with support from information engineering faculty.

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This study analyzes the usage patterns of the Japanese expressions iya and ie among Chinese learners of Japanese in both JFL and JSL contexts, focusing on their collocations. The results show that iya tends to co-occur with nai in both contexts, suggesting its frequent use in negative sentences. In contrast, ie shows no strong collocational ties with any specific words. Additionally, in JFL contexts, iya often co-occurs with anoo, implying that learners may use it to soften or avoid direct negation.

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This study investigated how Japanese language teachers perceived and approached the development of intercultural competence (IC) in their teaching. Drawing on semi-structured interviews with four qualified Japanese language teachers, the research explored both the benefits and challenges of incorporating IC into language education. While most participants showed strong interest in fostering IC, they also expressed concerns about insufficient knowledge and instructional methods. The findings revealed a gap between teachers’ intentions and actual classroom practices, highlighting the need for further support, training, and curriculum integration to promote effective IC instruction in Japanese language education.

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In this study, I use a corpus (I-JAS) to clarify the actual usage of "-te hoshii", "-te moraitai", and "-te itadakitai" by Japanese language learners and native Japanese speakers. The analysis revealed the following results: (1) In usage of requests, native Japanese speakers tend to use "-te itadakitai" rather than "-te hoshii" and "-te moraitai", (2) The use of the declarative form and "-ndesu" is seen only in Japanese learners, and (3) Regarding the "-to omou" form, Japanese learners tend to use "-to omoimasu" while native Japanese speakers tend to use "-to omotteimasu".

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This study examines the retention of Japanese onomatopoeia among non-native Japanese language teachers. Based on responses from 85 participants, we analyzed recognition, comprehension, and usage of 26 expressions from the video “ONOMATOPOEIA –Share Feelings-.” Results from the analysis of variance and cluster analysis show that retention increases with proficiency and varies by expression. These findings suggest that retention data can inform the selection and sequencing of onomatopoeia in teaching materials.

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This study examines Japanese language textbooks found in bookstores in Phnom Penh, Cambodia. A Cambodian Japanese language teacher highlighted the scarcity of Khmer-language resources. Currently, imported textbooks from Japan are primarily in English, with no Khmer-language editions. Locally published materials focus on beginner-level conversation, and some include dual translations in Khmer and English. Although affordable, some contain inaccurate content and examples. Based on these findings, the study underscores the necessity for intermediate- and advanced-level textbooks, along with video- and audio-supported materials. Future materials should be developed based on feedback from both teachers and students to better meet the needs of Cambodian learners.

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This report describes a volunteer training course in Murakami, Niigata, designed to promote continued participation in community-based Japanese language class. To address low engagement after training, the course incorporated classroom observation and learner interaction. Over five sessions, participants gained hands-on experience and reflected on their roles. Survey responses indicated increased awareness and willingness to stay involved. The results suggest that exposure to real settings and follow-up support are effective in encouraging sustained volunteer activity.

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While anime is a key motivator for learning Japanese in Taiwan, student perspectives on its classroom use remain underexplored. This study addresses this gap by surveying 51 university learners. The findings reveal a strong interest in anime-integrated classes, which students expect to be both engaging and motivating. They hope to improve their listening, speaking, and cultural understanding. However, key concerns were raised regarding the potential misuse of colloquial language and a diminished focus on formal grammar. This highlights the potential of anime but also stresses the need for careful lesson design that balances student interests with pedagogical goals.

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This study revealed that collaborative learning utilizing Padlet through the integration of PDCA cycle and peer learning in distance Japanese language teaching practicum by multinational students effectively promotes the improvement of trainees’ language proficiency and teaching skills, and facilitates the formation of teacher identity as reflective practitioners.

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This action research study investigates the pedagogical approach to teaching Japanese as a Foreign Language (JFL) in Mexican universities. Observations revealed that students at University A showed significant difficulties in skills such as paraphrasing words for the purpose of explanation, e.g., using synonyms and utilizing plain vocabulary and encouraging listeners to draw analogies. This lack of proficiency may be attributed to a disconnect between classroom learning and real-world application. The researcher conducted a “retelling” lesson aimed at improving these skills in a reading course. This paper reports the results on action research through an iterative cycle of planning, implementation, and reflection.

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This study devised AI-generated hiragana instructional materials grounded in Hindi-based associative techniques, targeting Indian lower secondary learners. To assess the comprehensibility of 43 illustrations, consultations were held with three experienced Indian instructors of Japanese. While the majority of visuals were deemed suitable, five required refinement due to ambiguous meanings, extraneous background elements, or cultural incongruities. Revisions will be implemented in accordance with the feedback received, followed by additional expert evaluation and empirical validation with student participants.

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This study investigates native-speakerism among Southeast Asian learners of Japanese participating in an online intercultural exchange. Based on interviews with Thai and Vietnamese students who engaged in both interactions with native speakers (PLCS) and with non-native speakers (TLCS), the analysis revealed that learners showed greater anxiety regarding fluency and grammatical accuracy when conversing with Japanese students. They also tended to perceive miscommunication with native speakers as their own fault, while attributing it to both parties when conversing with non-native speakers. These findings indicate Japanese learners’ internalized belief that native speakers represent linguistic authority, perfection, and the sole model of successful language learning, reflecting individual-level native-speakerism.

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The purpose of this study is to examine the acceptance of the case particle omission phenomena in spoken Japanese among Chinese-speaking learners of Japanese and native Japanese speakers, and to clarify the tendency of their usage. The results of the listening acceptability judgment task show that the case particle omission in the accusative case tends to be judged more natural than those in the nominative case. The results suggest the possibility of universal linguistic knowledge of second language learners.

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This study aims to support academic writing by analyzing the use of metadiscourse markers (MDM) in the introductions of 10 humanities-related Japanese academic papers, with a focus on their relationship with rhetorical development. The findings show that different types of MDM are used across rhetorical moves. “Evidential” and “Transition marker” are common in establishing the research background, while “frame marker” are used to clarify research purposes. These results suggest that the appropriate use of MDMs is closely tied to logical development and supports effective academic writing.

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

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This study offers a historical overview of research on Athlete International Students in Japan, focusing on shifts in terminology and educational perspectives. Early studies used the term “Sports International Students,” emphasizing their athletic roles. However, recent research, particularly in Japanese language education, has begun to recognize them as learners with academic needs. The shift from “sports” to “athlete” reflects a deeper educational and ethical redefinition. By positioning Athlete International Students as both athletes and academic participants, this study underscores the importance of tailored Japanese language support for their academic success and intercultural adaptation.

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This paper reports on the practice of a hybrid-style Japanese language teaching practicum conducted by two interns. One intern taught face-to-face, while the other participated online. Focusing on the factors that contributed to building rapport, the study highlights the strategies implemented to adapt to the hybrid teaching format and clarifies how these efforts contributed to the formation of trustful relationships with the learners.

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This study explores how Japanese language teaching interns engaged with learners and reflected on their experiences during internships. A total of 88 journals (1,263 sentences) were analyzed and categorized as reporting, engaging, or reflecting; 322 sentences (25.5%) were engaging. Further analysis revealed that interns frequently encountered challenges such as responding to learners’ inappropriate or unnatural Japanese, answering their questions, and explaining word meanings to them. These difficulties often served as opportunities for the interns to reexamine their own language use and linguistic intuition.

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This study aims to elucidate learners' actual listening processes during listening tests. Based on Adachi’s (2010) conceptual model and test-time video analysis, five stages were identified, along with three notable deviations from the original model. (1) A pre-listening stage involving reading the answer choices was observed, suggesting variation in learners' response processes; (2) There are differences in learners' response speeds; (3) Some learners did not engage in the post-question confirmation phase as defined in the original model.

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With increasing globalization, fostering intercultural communicative competence (ICC) among international students has become a critical goal in Japanese conversation education. This study involved intercultural discussion classes between international students and Japanese conversation volunteers to develop ICC through dialogue. As a pre-task, students described their own intercultural experiences, which were discussed and analyzed in class. The analysis showed that prompts fostering reflection on cultural background and comparison with one’s own culture facilitated discussion and enhanced cross-cultural understanding. Furthermore, partially sharing prior knowledge or assumptions about the other’s culture was suggested to facilitate topic development during discussions.

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An English-medium degree program for international students faces a challenge: continuation rates for Japanese-language courses remain low despite the importance of Japanese proficiency for future employment in Japan. This study examines a case of a student who discontinued university Japanese courses, analyzing the motivation-loss process via an interview and the ARCS model as a framework. Findings suggest universities should recognize these students as long-term learners with career aspirations in Japan. Accordingly, Japanese-language instructors should provide socially relevant instruction, and institutions should establish collaborative support among faculty and administrative staff to sustain student motivation.

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This study reports on the development of specialized vocabulary learning resources tailored for beautician school students, using AI (artificial intelligence). The author curated a vocabulary list based on the National Beautician Examination, and enhanced it with multilingual translations and example sentences that were generated using Claude. Further, a web platform featuring sorting functions, flashcards, and quizzes that did not require registration was built. Earlier, Japanese vocabulary resources for specialized fields existed mainly as data files created by specialists. This project demonstrates how AI enables educators with basic technical skills to create comprehensive learning materials. The author has plans to develop similar resources for nursing students.

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This study explores the subjective career formation process of an international Chinese student with study and work experience in Japan using the Trajectory Equifinality Approach (TEA). By analyzing the participant’s narrative using TEM and TLMG frameworks, this research reveals how their career values shifted from an “outside-in” orientation to an “inside-out” perspective. The findings highlight the importance of supporting not only the structural aspects of international students’ careers, but also their inner struggles and evolving awareness. This study contributes to qualitative research on career development and offers implications for student-support services.

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In response to care sector labor shortages, the author’s research group developed online materials to help foreign care workers pass national exams. To share these research findings (outreach) and provide comprehensive information on various Japanese learning materials for caregiving, we launched "Kaigo no Nihongo Kyozai Navi." This website features books, websites, and apps, detailing their overviews and access methods. It includes keyword search and allows material developers and supporters to post usage guides. Key features are high accessibility through direct links and bookstore links, ensuring immediate use, and enabling developers to share their material's effective utilization methods.

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One issue international students may encounter is the use of regional dialects in specialized university lectures. To explore effective ways to support their understanding, this study analyzes three chemistry-related lectures to examine how the Kansai dialect is used. We extracted sentences containing dialectal features, annotated their contextual functions, and categorized them based on functional similarity. The results suggest that while the overall presence of dialectal expressions is limited and unlikely to significantly hinder comprehension, certain utterances play a key role—for example, in understanding lecture structure, gaining deeper insights into the underlying principles and intuitions behind chemical phenomena, and following professors’ instructions or responses to student questions.

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This paper reports on the implementation and challenges of in-class extensive reading at Siam University in Thailand. Forty-eight second- to fourth-year students participated in several extensive reading sessions, followed by two output activities. Through the questionnaires and interviews, several students noted improvements in vocabulary, grammar retention and expressive abilities. The activities were positively evaluated for learning effectiveness and creativity. Moreover, some students developed a stronger sense of purpose and a desire to share through reading. However, issues such as the burden of the activities and time constraints were highlighted.

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This study investigates which font is most suitable for introducing hiragana to Japanese language beginners. Comparing HG Kyokashotai, UD DigiKyo Italic, and JapaneseLearners’ fonts, 45 learners at a university in Uzbekistan practiced writing hiragana. Teachers evaluated the legibility of the written forms. Although Cochran’s Q test showed no significant statistical differences, JapaneseLearners’ and UD DigiKyo Italic received higher approval ratings than HG Kyokashotai. JapaneseLearners’, specifically designed for Japanese education, showed promise due to its structured design and adaptability.

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This study evaluates the implementation of in-class extensive reading among Japanese language learners at Vietnam National University, Hanoi. The implementation was found to contribute to students' vocabulary, grammatical knowledge, and reading comprehension, while also providing a positive affective learning experience. However, challenges such as time allocation and the difficulty level of reading materials were also identified. By analyzing the benefits and areas for improvement, this research offers foundational insights to enhance future in-class extensive reading practices and optimize lesson and student outcomes.

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Using interview analysis, this study investigates the teacher’s expectations and challenges in implementing extensive reading (ER). The teacher views ER as distinct from traditional reading instruction, and hopes that it can foster reading habits and a multifaceted view of Japanese reading proficiency. The teacher favors a model that combines autonomous reading with book sharing for progress monitoring. However, this research identifies a key need: developing systems within reading clubs that enable transformative changes in learners’ awareness through ER. Thus, while ER offers pedagogical potential, its success depends on structured support that encourages reflection and sustained engagement among learners.

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This study investigates the acquisition of reduplicative onomatopoeia by Chinese-speaking learners of Japanese, focusing on their usage patterns and comprehension of adverbial ("onomatopoeia + verb") versus verbal ("onomatopoeia + suru") constructions. Participants were asked to complete a picture-based forced-choice task. Results showed that learners significantly preferred adverbial constructions over verbal ones, aligning with native speaker tendencies. Phonomimes exhibited higher accuracy in adverbial contexts, suggesting sound-symbolic transparency facilitates acquisition, while phenomimes showed greater variability due to state/action ambiguity in static visual stimuli.

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This research aims to clarify the diversity of linguistic expressions used by Chinese international students enrolled in Japanese universities when refusing invitations in various interpersonal contexts. Data were collected and analyzed from 59 Chinese students with Japanese proficiency equivalent to JLPT N1, using a Discourse Completion Test (DCT) involving six different interpersonal scenarios. The results showed that direct refusal expressions were generally infrequent. In particular, in hierarchical relationships, indirect expressions were predominantly used. While direct refusals were relatively more common in interactions with close friends, in other contexts, refusal expressions mainly consisted of compound strategies such as apologies, explanations, and alternative suggestions.

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This study, based on a questionnaire survey, investigates the acquisition of Sino-Japanese sahen verbs that share both form and meaning with their Chinese counterparts among Chinese-speaking learners of Japanese. The participants consisted of 21 Chinese-speaking Japanese learners and 5 native Japanese speakers. The results indicate that, overall, the learners demonstrated a relatively low level of mastery of these Sino-Japanese sahen verbs.

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This paper presents the results of a study on how language learners utilize machine translation （MT）and generative AI tools in Japanese writing. A survey of 52 Japanese learners showed that while the majority had experience using MT tools, only approximately half had used generative AI tools. While over half of the learners recognized the benefits of both tools, some expressed negative views due to concerns about the limitations of the tools and their potential negative impact on writing skill development. Based on the actual usage highlighted in this study, we investigate effective methods for integrating these tools into writing instruction.

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This study examines Chinese-speaking learners’ acceptability judgments of Japanese compound verbs ending with “-komu,” categorized into four semantic types. Compared to Japanese native speakers, learners showed lower and more inconsistent ratings, especially for abstract usages such as degree progression and excessive action. The findings suggest difficulties in interpreting metaphorical meanings and underscore the need for pedagogical attention to pragmatic and contextual aspects in compound verb acquisition.

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This study analyses a post-course survey of 38 students following in-class extensive reading at Yuan Ze University, Taiwan, in 2025. Results show that “the ability to read Japanese is useful” and “selecting books based on interest” received high ratings, while “enjoying reading Japanese” and “reading voluntarily” were rated lower. Statistical analysis confirmed the perception of usefulness in reading Japanese. Cluster analysis indicated three groups: highly engaged, moderately positive or neutral, and those with varied responses by item. These findings suggest that such analyses enable a clearer understanding of students’ attitudes towards extensive reading.

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This study examined how handwriting and typing practice affect kanji learning. Five students from non-kanji backgrounds participated in a within-subjects experiment, learning half of the target kanji through handwriting and the other half through typing practice. Immediate post-test results indicated that typing led to better reading recall, whereas handwriting was more effective for form recall. Both conditions showed similar results for meaning recall and form recognition. These findings suggest that the mode of practice influences different aspects of kanji acquisition, highlighting the need to consider learning modality based on specific learning goals.

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This study examines the factors that motivate university students to continue volunteering in a Japanese language program at university. Interviews with three long-term volunteers revealed that they were motivated by intercultural exchange, personal growth, and a sense of belonging. The findings suggest that such a program served as a meaningful space in their university life, highlighting the importance of creating environments that support communication and foster connections between students and volunteers.

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The author conducted life story interviews with two former exchange students in Japan regarding the meaning to them of studying in Japan. They are now in careers that do not involve the use of Japanese. The interview results were classified into four categories (values, experiences, relationships, and abilities), and values were discussed. The results showed that the ordinary experiences they had in Japan were important memories for them. These experiences could not have been possible without actually studying in Japan, and are considered very important when considering the meaning of studying in Japan.

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In this research, I collected data on the differences in apology strategies between Chinese learners of Japanese and native Japanese speakers through role-plays and interviews. The analysis was conducted based on the frameworks of Kumatoridani (1993) and Hayashi (2021). The results revealed distinct differences in the apology strategies used by Chinese learners of Japanese and native Japanese speakers. Furthermore, we found that this discrepancy may be attributed to the Chinese cultural emphasis on "responsibility approval".

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In recent years, the number of international students residing in the Kansai region has been steadily increasing. Prior research indicates, first, that these students are motivated to acquire the Kansai dialect and, second, that the university campus is the setting where they encounter it most frequently. To identify the variety of Kansai dialect to which undergraduate international students are exposed on campus, it is necessary to extract the forms commonly used by native Kansai speakers from different sub-regions. Accordingly, this paper examines the lexical items employed by young native speakers of the Kansai dialect, drawing on data from the Kansai Dialect Corpus.

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This study examines the impact of reflective activities on learners’ kanji learning strategies, with particular emphasis on the diversity and cognitive depth of strategy use. Thirteen participants engaged in a three-session intervention employing structured worksheets to document and evaluate their learning behaviors. Strategies were classified according to levels of cognitive processing. Findings indicate an increased adoption of both varied and deeper strategies, implying that reflective practices facilitate metacognitive development and strategic flexibility. Nonetheless, as the data were based on self-reports, the validity of reported behaviors remains limited. Future research should examine category-specific trends to capture nuanced strategic transformations.

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This research examined how international students responded to recasts provided by tutors. The participants comprised one group tutoring activity between Japanese students from language teacher training course and international students with N3-level Japanese proficiency. Participant observation was conducted over a two-month period. the results showed that international students most frequently responded by repeating the tutors’ recasts. Furthermore, it was revealed that when the tutors encouraged international students to produce full sentences, they noticed the recasts and independently corrected their speech.

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