Paper long abstract

Guidance methods for Japanese learners writing graduation thesis summaries in Japanese and their outcomes: From “The giant turnip” to “A proposal for harvesting giant turnips through coordinated action by multiple people”

In Japanese Studies departments at European universities, a graduation thesis is generally required for completion of the degree. According to a questionnaire survey, 20.4% of respondents reported that “the main text must be written in the local language and the summary in Japanese.” Furthermore, an interview survey revealed that support for thesis writing varies considerably across institutions and among individual lecturers. To the best of my knowledge, however, no published studies have examined support for thesis summarisation specifically for learners of Japanese in Europe.

This presentation reports on the practical implementation of a Japanese language course taught during the autumn semester of the 2025 academic year. The course aimed to support Japanese language development through writing a graduation thesis. Across 13 sessions, learners submitted thesis summaries twice. To support summary writing, materials such as academic-style parodies of traditional folktales were used to make academic writing more accessible to students encountering it for the first time. In many cases, clear improvements in structural organisation were observed between the first and second submissions.

At first glance, writing a thesis summary may not seem relevant to a wide range of learners; however, if viewed as a task involving ‘sharing the results of in-depth research on a subject of interest with others’, it is highly compatible with modern society, which values diversity. Even if there is no requirement to write a thesis summary in Japanese, there is value in undertaking this activity within the framework of Japanese language education. The results of each learner’s in-depth research offer Japanese language teachers much to learn from, allowing them to naturally transcend the fixed ‘teacher-learner’ relationship. Furthermore, Japanese learners in Europe often reach N3-N2 levels by the time they graduate. In the writing instruction of such intermediate to advanced learners, guidance on the overall structure of the text is said to be important, yet for teachers, correcting structure is a significant burden, and they tend to focus disproportionately on correcting grammar, vocabulary and expressions. From this perspective as well, the method introduced in this presentation is considered to contribute widely to Japanese language education.

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References

内川かずみ（2024a）『卒業論文と日本語教育: TBLL（Thesis Based Language Learning）の理念と実践』ココ出版.

内川かずみ（2024b）「欧州⾼等教育機関⽇本専攻における卒業論⽂と⽇本語授業の関係ーインタビュー調査をもとにー」『ヨーロッパ日本語教育』28, pp.248-259.

木戸光子（2001）「日本語教育におけるアカデミックライティングの授業の試み」『筑波大学留学生センター日本語教育論集』16, pp.121-132

Paper long abstract

This study, supported by a Grant-in-Aid for Scientific Research (KAKENHI), aims to develop a system that supports the assessment, teaching, and learning of academic writing in Japanese. Opportunities for Japanese language teachers to gain experience in writing assessment during the teacher preparation stage are limited, and they are expected to develop this competence through practice in actual educational settings as they grow professionally. However, because learner texts exhibit a wide range of developmental characteristics, many teachers express concerns about the appropriateness of their own assessments.

In this study, we employed a rubric for writing assessment developed through empirical research on university instructors and examined the reliability and inter-rater agreement based on ratings assigned by two Japanese language teachers. Using 147 opinion essays extracted from the Livable Country Corpus, which consists of texts written by Japanese learners in Europe, the teachers evaluated three aspects of content organization (clarity of claim, support, and logical structure) and two aspects of linguistic expression (accuracy and appropriateness) on a five-point scale. These ratings were analyzed together with features of the learner texts.

To verify the reliability of the assessment, Cronbach’s alpha was calculated, yielding a high internal consistency (α = .937). However, inter-rater agreement varied widely among the five aspects: clarity of claim (31.2%), support (45.6%), logical structure (46.3%), accuracy (42.9%), and appropriateness (27.9%). Spearman’s correlation coefficients showed overall moderate correlations, with relatively higher correlations for content-related aspects and lower correlations for language-related aspects. A closer examination of the two aspects with the lowest agreement (clarity of claim and appropriateness) revealed that Rater A tended to give more lenient scores on clarity of claim, whereas Rater B tended to be more lenient on appropriateness, suggesting an influence of rater beliefs. Additionally, analyses by proficiency level indicated that score variability was particularly pronounced at the intermediate level.

This presentation discusses the implications of these findings for the effectiveness and challenges of rubric-based assessment, as well as insights for pedagogical practices in writing instruction.

*This work was supported by JSPS KAKENHI Grant Number 24K00078, 23K21939.

Paper long abstract

This presentation analyses factors that hinder the smooth understanding of compositions written by European learners of Japanese, focusing on the concept of "perspective." Perspective is defined as the "speaker’s camera angle when describing events" (Kuno 1978), influencing the selection of linguistic expressions such as benefactives, motion verbs, and subjective markers. While Japanese prioritizes perspective consistency, it has been noted that learners' compositions often exhibit high perspective mobility and a tendency toward neutral representation.

Theoretically, Slobin (1996) proposed that language-specific grammatical categories influence "thinking for speaking"—the dynamic process of organizing information during the act of formulating an utterance.

Furthermore, von Stutterheim and Carroll (2006) pointed out that restructuring the "principles of information organization", i.e. cognitive frames, formed in one's native language is significantly more difficult than merely acquiring grammatical forms.

Against this background, this study analyses the "Longitudinal Corpus of Japanese Learner Compositions (W-CoLeJa)" by the NINJAL to investigate how European learners develop into language users who effectively share meaning with readers. The corpus contains narratives, explanations, and opinion essays written by learners three times a year over a three-year period.

The analysis reveals three key findings: (1) the use of expressions representing the learner's perspective, such as motion verbs, extends from spatial to temporal domains; (2) as proficiency increases, descriptions transition from a mere listing of events to a style that positions the learner’s own experiences and opinions; and (3) factors beyond perspective expressions also impede smooth reading. Finally, the study suggests that teachers must update their instructional perspectives to provide composition guidance that is tailored to both the learners' current proficiency levels and their subsequent developmental stages.

(Word count for the Body part: 312 words)

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References

久野暲(1978)『談話の文法』大衆館書店.

Slobin, D. I. (1996). From “thought and language” to “thinking for speaking”. In J. J. Gumperz & S. C. Levinson (Eds.), Rethinking linguistic relativity, 70–96. Cambridge University Press.

von Stutterheim, C., & Carroll, M. (2006). The impact of grammatical temporal categories on ultimate attainment in L2 learning. Educating for advanced foreign language capacities, 40-53. Georgetown university press, Washington, D.C.

Paper long abstract

This study revisits the importance of language learners’ “noticing” related to the Japanese language by analyzing language anecdotes that were seen in the responses to a questionnaire and interviews given to students who study in Japanese language courses at a university in Canada. According to Schmidt's (1990) Noticing Hypothesis, in second-language learning, it is not enough for learners to be merely exposed to language as input; acquisition progresses when learners become aware of its linguistic features. This hypothesis has since been revised based on various criticisms, and it became one of the theories applied in the field of second language acquisition. So, what sort of noticing occurs among students studying Japanese as a foreign language at university? The study used the responses to (1) a questionnaire on what students learned after completing a beginner-level course, and (2) interviews on expressions of subjectivity unique to Japanese (e.g., passive and donatory) that were given to students taking intermediate and advanced courses. Episodes of language-related noticing that appeared in the responses to open-ended questions in (1) and (2) (37 and 24 cases, respectively) were qualitatively analyzed based on the type of noticing (i.e., specific linguistic form or other) and the factors that influenced the noticing (e.g., expectations, frequency, and level of proficiency). As a result, it was found that many of these Japanese language learners, when they come across linguistic information that does not exist in their own language knowledge or that is different from what they already know, become aware of "what they didn’t understand" or "what is actually different" and start using it. The results also indicated that the learners' noticing of a gap between their own interlanguage and target language was not limited to various linguistic forms but also related to the cultural differences that underlie them. It is suggested that the process of noticing by these Japanese language learners works as a conscious attempt to perceive and understand the characteristics of the language and becomes the first step toward language acquisition. It is important for Japanese language teachers to expand opportunities to enhance “noticing that leads to acquisition” together with their learners.

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References

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158.

Paper long abstract

In Japan, teacher training for Japanese language instructors is required to be based on the “Report on the Framework for Japanese Language Education.”

The “Report on the Reference Framework for Japanese Language Education” outlines “three pillars of language education philosophy.” The first pillar, “to regard learners as social beings,” can be reinterpreted as “to regard as learners as citizens,” based on the CEFR framework discussed by Himeda (2005) and the arguments presented by Najima (2026). The second and third pillars can also be reinterpreted from the perspective of “citizenship.” From another perspective, this implies that Japanese language teachers, who regard learners as social beings, are also expected to demonstrate a sense of citizenship.

What, then, can Japanese teacher training programs do to cultivate teachers who possess such a sense of citizenship? With the aim of creating a forum to discuss this issue with Japanese language education professionals in Europe, the presenter will report on initiatives implemented during a teaching practicum in the Japanese Language Education Minor Program at the University of the Ryukyus.

In short, the program’s defining features are that it treats all classroom practicum activities as tasks for students to tackle independently, and that it does not teach a “single correct method of instruction.” Students created and administered their own open-ended readiness and needs surveys. Using the data, they gained an understanding of learners as social beings and developed syllabi and curricula that prioritized “what students want to do with language.” They received lesson plan guidance in advance, received feedback after their classroom practice sessions, and then planned their second classroom practice lesson.

Throughout this process, the instructors’ guidance was limited to providing direction and hints, so students were constantly required to think and act independently. Without the instructor providing “answers,” the students engaged in repeated trial and error. However, it is precisely this process of trial and error that allowed the student teachers to proactively consider “what they can do as student teachers” and to discover “diverse teaching methods.” This can be viewed as a practice of “civic education” that nurtures student teachers as “social actors.”

(Word count for the Body part: 349 words)

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References

名嶋義直（2025）「日本語教育に関する政策文書の批判的談話研究 ― 文化庁「日本語教育の参照枠 報告」が示す日本語教育の形 ―」、『ヨーロッパ日本語教育　JAPANESE LANGUAGE EDUCATION IN EUROPE　28　2024 日本語教育シンポジウム 第27回 AJE ヨーロッパ日本語教育シンポジウム報告•発表論文集』pp.168-180．

名嶋義直編著、新井克之・神吉宇一・名嶋義直著（2026）『あらためて「日本語教育の参照枠」を読みなおす』ひつじ書房．

姫田麻利子（2005）「『欧州共通参照枠』におけるagent とacteurの概念について」『Webリテラシーズ』第2巻第2号」くろしお出版、pp.11-18．http://literacies.9640.jp/dat/Litera2-2-2.pdf

Paper long abstract

What does it mean to live in a country where one has taken root? How do Japanese-language teachers living and working in Europe incorporate different cultures into their identities, and how do these identities change over time? For the past five years, the authors have conducted life-story interviews with more than 30 Japanese-language teachers across Europe in order to explore how they experience cultural encounters and position themselves as professionals and citizens within their host societies.

In analyzing the data, particular attention was paid to the relationship between “translation without translation” and “mediation,” as discussed by Anthony Pym (2014) in the second edition of Exploring Translation Theories, especially in Chapter 8 on cultural translation. Pym notes that “translation without translation” and “mediation” can be considered synonymous. However, based on our investigation, we propose a more process-oriented interpretation. We understand “translation without translation” as the internal process through which individuals encounter, interpret, and make sense of other cultures within themselves. In contrast, “mediation” refers to the outward communication that emerges from this internalized understanding and is directed toward others in social interaction. Although both can be regarded as forms of cultural translation, the dynamic relationship between them reveals how individuals integrate multiple experiences of cultural encounter into their identities and express them through practice.

In the present study, we conducted follow-up longitudinal life-story interviews with teachers who had already participated in a previous study. Participants were invited to reflect on their more recent experiences of “translation without translation” and their evolving mediation activities. While continuing to engage in mediation through Japanese-language education, they also explored what they could contribute as members of the societies in which they live. Their narratives demonstrate how teachers extend their mediation roles beyond the classroom and actively participate in connecting different perspectives and values within their communities. In doing so, they embody Pym’s concept of cultural translation by acting as bridges across cultural boundaries and fostering mutual understanding as reflective and engaged citizens.

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References

鈴木裕子・高橋希実（2022）「複言語・複文化環境における日本語教師の仲介活動―ヨーロッパ在住の教師の「声」を聴く―」『ヨーロッパ日本語教育』26, pp.197-208.

https://eaje.eu/pdfdownload/pdfdownload.php?index=211222&filename=koto03.pdf&p=leiden

三代純平（2015）『日本語教育学としてのライフストーリー』くろしお出版.

Pym, Anthony (2014) Exploring Translation Theories 2nd Edition. New York: Routledge.

Paper long abstract

In recent years, the spread of online communication has increased the importance of non-face-to-face dialogue skills in business settings. In response, our university’s "Business Japanese" course provides opportunities to consider the language knowledge and social norms expected of new professionals in Japan, as well as differences in dialogic attitudes toward online and intercultural communication. This report aims to observe and analyse learners’ dialogic attitudes using video recordings of online interview activities conducted as part of course assignments, with the goal of identifying the factors that influence these attitudes.

Firstly, in this context, a dialogic attitude refers to a proactive approach during interviews that goes beyond mere one-way question-and-answer exchanges. It includes students’ efforts to deepen their questions and respond appropriately to unexpected ones as they progress through the interview. In analysing the recordings, the focus was on students’ reactions to respondents’ answers and their responses to questions, aiming to explore the circumstances under which a dialogic attitude is fostered, as well as to observe factors that may hinder such interaction.

Based on this research and observations, this report discusses the necessary pre-instructions to promote better dialogic attitudes during online interviews and explores activities to achieve more natural dialogue, offering implications for future educational practices.

Paper long abstract

This presentation reports on the potential for Japanese language teachers worldwide to gain growth through learning experiences mirroring those of their learners and to develop perspectives as Japanese language educators equipped with civic education, based on practices within the ongoing online training program “OJAE Dōjō,” which utilizes the CEFR-aligned Japanese oral production assessment method OJAE (Oral Japanese Assessment Europe). OJAE is an assessment method that recognizes learners as social beings and promotes their abilities through peer dialogue, characterized by a “space-based” evaluation approach that transcends traditional test-based assessments. Since 2021, the OJAE Dōjō, utilizing OJAE, has functioned as a sustainable learning space where Japanese language education professionals worldwide regularly gather to collaboratively enhance their expertise. There, sustainable training where both teachers and learners grow together is practiced through the following flow: 1) Implementing and recording OJAE assessments where learners engage in dialogue, 2) Teachers analyzing the OJAE videos and filling out evaluation sheets, 3) Teachers calibrating (holding evaluation review meetings) among themselves, reflecting on their individual evaluations, and compiling qualitative assessments and overall comments, 4) Providing feedback to learners. This study clarifies that teachers grow alongside learners through OJAE, using both interviews with participating learners and survey data/individual interviews with Japanese language education professionals who participated in the OJAE Dōjō. The results confirm that collaboration among teachers through calibration not only refines evaluation but also promotes the reconstruction of teaching philosophies, contributing to a qualitative transformation of educational practice based on interaction with learners. This practice represents a new endeavor that aims to build professionalism not by relying on individual teachers' innate qualities or abilities, but through each teacher's proactive thinking and collaboration. It suggests a paradigm shift in learning, teaching, assessment, and professional development within Japanese language education.

Paper long abstract

Autoethnography (hereafter AE) is defined as “the use of selfhood, subjectivity, and personal experience (= auto) to

describe, interpret, and represent (= graphy) the beliefs, practices, and identities (= ethno) of a particular group or

culture” (Adams & Herrmann, 2020). AE is grounded in the ways researchers connect their individual experiences

and perspectives to broader social meanings and make these links intelligible within wider cultural contexts. Within

Japanese language education, the presenters have long felt uneasy about pedagogical practices that emphasise

communication skills aimed merely at information exchange or that encourage limited forms of self-expression

labelled as dialogue. Simultaneously, efforts to examine subjective experiences are sometimes dismissed as self

focused narration. Acknowledging this tension, the presenters have deliberately sought to create spaces where AE

can function as a meaningful and theoretically informed research approach. Their aim is to reflect on personal

experiences and emotions in order to uncover the social, cultural, and structural conditions that shape Japanese

language education and to use these insights to inform theoretical understanding. This presentation reports on

activities designed to provide environments where diverse individuals can share, listen, and engage in dialogue

through AE. Since beginning in 2023, seven sessions have been held in both in-person and online formats. Each

session has consisted of roughly fifteen participants, mainly Japanese language educators and graduate students,

although individuals from related educational fields have also taken part. The typical structure includes: (1) an

overview of AE research, (2) the sharing of AE narratives by the presenters or volunteers, (3) small-group

discussions, and (4) whole-group reflection. Through organising and facilitating these activities, the presenters have

recognised the particular significance of “listening” in AE, a component often overshadowed by an emphasis on

speaking and writing. This involves cultivating supportive and safe environments, developing a commitment to

genuinely listening to and reading AE, and preparing oneself as a listener in thoughtful and reflective ways. Drawing

on these activities and the dialogues that have emerged, this presentation discusses the potential of AE to contribute

to theoretical frameworks capable of addressing structural issues and promoting broader transformation in Japanese

language education.

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References

Adams, T.E. & A.F. Herrmann 2020. Expanding Our Autoethnographic Future. Journal of Autoethnography1（1）,2020,1－8.

Paper long abstract

This research reports on a pedagogical trial that incorporated the anime film “Princess Mononoke” as the instructional material for an advanced-level Japanese course at an American university. The course was designed using Task-Based Language Teaching (TBLT), with clearly articulated thematic focuses and learning objectives targeting the four language skills at the advanced level. The project began with careful curriculum planning and the digitalization of the material by the university’s on-campus language center. Throughout the semester, the course design evolved through an ongoing, reciprocal process involving learner responses and instructor’s reflective reassessment of instructional decisions.

Teaching advanced-level Japanese presents particular challenges, as learners often display diverse proficiency levels and learning goals. Many Japanese learners first encounter the Japanese language through anime and other visual media which are linguistically and culturally rich (Komuro 2009), such as Studio Ghibli films. This study explores whether using these media in an advanced instructional context can unite various learners’ enthusiasm for the Japanese language.

TBLT was employed to make learning goals explicit and meaningful through tasks based on the visual material, which promoted the development of both critical thinking and language proficiency through the completion of linguistically challenging tasks (Shibukawa et al. 2024.) Accordingly, this course emphasized higher-order objectives, such as articulating and evaluating multiple perspectives of the movie characters, enabling learners to engage critically with film-related themes, including concepts such as “Japanese and the Absurd.”

Because the instructor also served as the researcher, course preparation involved constant trial and error as well as in-depth analysis of the film itself. While many learners demonstrated heightened motivation and engagement through close examination of the anime movie, others found the content challenging. Listening practices for lines in the movie, which the learners aspired to do, was challenging to them. Some enjoyed intensive reading of articles on the themes of the movie, while others needed scaffolding. This tension prompted continuous pedagogical adjustment and reflection. The instructor experienced intellectual and personal growth. On the other hand, the end-of-semester questionnaire data suggests that this iterative process fostered learners’ sense of achievement in overcoming linguistic difficulties and barriers to critically thinking.

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References

小室リー郁子（2009）「海外の日本語教育における映像素材活用の意義とその実践報告」『Journal CAJLE』10, pp.90-105.

渋川晶、西野藍、藤本恭子、小澤伊久美、尾崎久美子、金山泰子、相場いぶき、荻原章子（2024）「中級日本語教科書『タスクベースで学ぶ日本語　中級』シリーズの開発ーTBLT（Task-Based Language Teaching）の日本語教育への応用ー」『ICU日本語教育研究』20, pp.3-22.

Paper long abstract

When incorporating cultural texts such as films into Japanese language education, learners may complete their interpretation without fully grasping the underlying cultural themes. For instance, films such as Your Name. are often understood primarily as romantic stories, while deeper cultural meanings—such as post-disaster memory and narratives of loss—remain difficult for learners to access independently. This suggests a gap between the cultural meanings presupposed by the text and those that learners can construct on their own. To address this gap, this study conceptualizes the process of meaning construction in audiovisual works as cultural translation—a process of reconstructing meaning across cultures (Pym, 2017/2020). It aims to identify the difficulties of comprehension that arise in this process through textual analysis, and to examine the nature of teachers’ mediating involvement. The analysis focuses on Suzume (Shinkai, 2022), examining the disaster-related narrative structures embedded in the film. Drawing on pragmatics, particularly the notions of presupposition and implicature, as well as narrative theory on indirect storytelling, the study proposes a three-part analytical framework: (1) omission of meaning, (2) presupposition of meaning, and (3) symbolization of meaning. The analysis demonstrates that disaster narratives in the film are constructed not through explicit explanation but through symbolic imagery (the "worm" and the "chair"), repetitive actions (closing doors), and implicit shared assumptions These features, characterized by the absence of explicit meaning and a strong reliance on cultural presuppositions, can hinder learners’ construction of meaning. In response to these challenges, teachers are called upon to play a mediating role in making the cultural meanings of the text visible and facilitating learners’ meaning construction through questioning. This role is realized by posing questions grounded in the teacher’s own cultural translation, such as “What is left unsaid?”, “What is taken for granted?”, and “What is being symbolized?”. This study highlights the teachers’ role as mediators of cultural translation and offers new perspectives on supporting cultural understanding through audiovisual materials in Japanese language education.

(Word count for the Body part: 323 words)

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References

Pym, A. (2017). Exploring Translation Theories（Second Edition）. Routledge. (ピム、アンソニー（著）武田珂代子訳 (2020)『翻訳理論の探求』【新装版】みすず書房)

Suzume. (2022). Directed by Makoto Shinkai. Toho.

Paper long abstract

This presentation examines the processes through which collaborative group work is either sustained or disrupted in an international co-learning course, focusing on how collaboration among students develops or stagnates over time. While collaboration among students with diverse linguistic and cultural backgrounds is often expected to enhance learning outcomes, group activities do not always proceed smoothly. When difficulties arise, they are frequently described by students themselves as problems of “language” or “culture.” Previous studies on international and intercultural co-learning, however, have pointed out that such difficulties often stem not from linguistic or cultural differences per se, but from issues related to roles, relationships, and opportunities for mutual understanding.

This study analyses a project-based course conducted in the spring semester of 2023, involving 19 students (including six international students) working in five groups. Data consist of weekly reaction papers, final reports, and verbatim transcripts of post-course interviews. These written data were classified and organized using the KJ method. Based on an interpretive agreement developed through collaborative analysis by the presenter and a Student Assistant who had participated in the course as a student, cases were categorized as “smooth” when mutual consideration and role adjustment were consistently observed, and as “stagnant” when such practices were weak and coordination breakdowns occurred.

The analysis revealed that in groups where collaboration proceeded smoothly, students recurrently expressed consideration for others (omoiyari) and engaged in coordination that went beyond individual tasks, described here as “overlapping collaboration.” These practices supported role adjustment and problem-solving even in challenging situations. In contrast, in groups where collaboration stagnated, insufficient relationship-building and misalignments in mutual confirmation led to role distortion and were later narrated by students as frustration or regret.

Rather than reducing collaborative stagnation to issues of language ability or cultural difference, this presentation reframes it as a matter of relational quality and interactional processes within a pluricultural and plurilingual environment. Although based on a Japanese higher education context, the findings offer perspectives that may also inform Japanese language education in Europe, particularly in considering how collaboration can be supported through relationship-building and dialogue.

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References

末松和子・秋庭裕子・米澤由香子（編）（2019）『国際共修―文化的多様性を生かした授業実践へのアプローチ』東信堂．

堀江未来（2025）「多文化間共修は難しい？―学習者の視点から考える意義と学びを深める仕掛けづくり―」『大学教育研究』33, pp.31–46. DOI: https://doi.org/10.24546/0100495447

川喜田二郎（1986）『KJ法 ―混沌をして語らしめる』中央公論社

Paper long abstract

In recent years, Japanese language education at the university level has increasingly incorporated online learning into instructional practice (Sasagawa & Fujihira 2025; Toramaru et al. 2026). In particular, hybrid courses that combine face-to-face and on-demand (asynchronous) learning have expanded learning opportunities and made learning processes more visible. However, from the perspective of autonomous learning—defined as the ability to manage one’s own learning process (Sei 2023)—the qualitative aspects of how beginner-level learners perceive these environments and regulate their learning have not yet been sufficiently examined.

This study aims to explore how beginner learners make sense of their learning experiences and engage in autonomous learning within a hybrid course, based on their reflective responses.

The participants were 56 students enrolled in a beginner-level Japanese course at a university in Japan. In this course, learners select their level based on self-assessment, resulting in a mixed-level learning environment. A questionnaire survey was conducted to investigate learners’ reflections on the relationship between on-demand and face-to-face instruction, their perceptions of mixed-level classrooms, and their strategies for regulating and adjusting their learning.

The results indicate that many learners utilized on-demand learning as a means for preparation, review, and adjustment of understanding, while face-to-face classes were perceived as opportunities to deepen learning through interaction with others. Although learners recognized differences in proficiency levels as a challenge, many also viewed them positively as opportunities to learn from peers.

These findings suggest that even at the beginner level, learners actively construct their learning by understanding their learning environment and regulating their own learning within social interactions. This study reexamines hybrid instruction in beginner-level Japanese education from the perspective of learner autonomy and discusses the potential of multi-faceted learning environments involving teachers, peers, and on-demand materials. The findings offer practical implications for flexible course design in higher education and Japanese language education abroad.

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References

笹川史絵・藤平愛美（2025）「理系研究所におけるブレンデッド型日本語学習コースの実践と評価―対面・同期型授業に焦点をあてて―」『大阪大学日本語日本文化教育センター授業研究』23, 61-81.

瀬井陽子（2023）「日本語教育における『自律的な学習』促進の実践と支援 : 1990年代以降の議論をたどる」『多文化社会と留学生交流 : 大阪大学国際教育交流センター研究論集』27, 1-10.

寅丸真澄・大久保雅子・久保圭・小松浩子・鄭在喜・三好裕子・吉田睦（2026）「CJL総合科目群オンライン化のための研究プロジェクト」『早稲田日本語教育実践研究』14, 77-80.

Paper long abstract

This study aims to determine the current multidimensional status of gamification within the field of Japanese Language Teaching (JLT). To achieve this objective, a Systematic Literature Review (SLR) was conducted, initially identifying 50 academic articles. Following the PRISMA protocol and applying specific inclusion and exclusion criteria, 6 core studies were selected for final analysis. The research methodology employed a dual-layer approach: a multifaceted analysis of academic literature followed by a document analysis of practical applications in higher education.

Data analysis was conducted through both quantitative and qualitative lenses. Quantitatively, word frequency analysis was performed using Voyant tools to identify prominent concepts in the JLT-gamification nexus. Qualitatively, content analysis was executed via MaxQDA to categorize theoretical trends. Furthermore, to assess the practical reflection of these theoretical findings, a document analysis of syllabi from Japanese language departments in Türkiye was conducted.

The findings reveal that while "essential" terms like Japanese, teaching, and game dominate the frequency analysis, terms such as ranking (番付), task (タスク) and motivation (動機) also frequently emerge. The content analysis identified two primary themes: “Learner Engagement and Motivation” and “Game-Based System Design”. The ten identified sub-themes (interest, engagement, immersion, motivation, task; gamification, game, design, technology, material) suggest that gamification in JLT is theoretically centered around learner experience within the classroom and structural design. On the other hand, the curriculum analysis of five undergraduate programs in Türkiye reveals that JLT curricula do not include any direct courses on gamification or gamified learning; rather, related topics are only briefly addressed within the broader educational context of courses such as Instructional Technologies.

In conclusion, this presentation indicates that gamification remains a peripheral subject in JLT from both academic and practical perspectives. This highlights the need for a more structured integration of gamification strategies to bridge the gap between emerging educational theories, instructional technologies, and field applications. In future research it would be beneficial to expand into other game based learning technologies to have a better understanding of the current state of this area.

Paper long abstract

This paper proposes a methodological framework for designing a learner-centered materials for Japanese and Korean language study using Croatian as the primary mediating language. Grounded in mother-tongue-based learning (MTBL) and selective comparative analysis, the framework addresses the lack of available materials that move beyond English-based mediation for under-represented language communities such as Croatian.

Japanese and Korean are typologically distant from Croatian, yet systematic comparison mediated through the learner’s mother tongue can function as an effective cognitive scaffold. The proposed framework outlines methodological steps for identifying linguistically salient features across the two languages, such as certain grammatical structures, honorific expressions, and usage-based vocabulary patterns and mapping them onto Croatian in a way that is relevant for supporting comprehension and retention.

A central component of the framework is the use of digital linguistic resources, such as corpora and digital dictionaries, to inform the selection and structuring of learning materials. Particular attention is given to the design of Croatian–Japanese–Korean learner-centered platform and dictionary with contextually grounded and relevant examples. The framework further proposes evaluation criteria for learning materials, including linguistic transparency, comparative relevance, learner accessibility, usage-based authenticity, structural consistency, and scalability.

Rather than focusing on classroom instruction, this paper treats learning materials as a research object, positioning materials design as a methodological and analytical process. The framework is intended to be adaptable and replicable, providing a foundation for future empirical studies and digital resource development.

By foregrounding Croatian-based materials design, this study contributes to discussions in digital linguistics, learner-centered lexicography, and East Asian language studies, offering a structured methodological approach to the creation of innovative learning resources for Japanese and Korean in European contexts.

Paper long abstract

Second language acquisition is a complex process shaped by the interaction of multiple factors, in which the cognitive and affective resources that learners bring to the learning context play a crucial role in determining learning outcomes. Among these factors, learner beliefs—defined as individuals’ conceptions about various aspects of language learning—have been shown to influence the selection and use of learning strategies. Furthermore, it is generally assumed that positive beliefs about language learning enhance learners’ motivation, thereby facilitating the acquisition process. The present study aims to investigate the interplay among these individual difference variables and their relationship with language proficiency. The participants were 120 undergraduate students majoring in Japanese language and Japanese studies at a university in France. Questionnaires measuring each variable were reconstructed based on established instruments: beliefs (BALLI; Horwitz, 1988), learning strategies (SILL; Oxford, 1990), and motivation (the L2 Motivational Self System; Dörnyei, 2010). Learners’ proficiency was assessed using the computer-adaptive Japanese test J-CAT, which measures listening and reading comprehension. Correlation and regression analyses were conducted to examine the relationships among these variables.

The results indicated that the use of metacognitive strategies could be explained by self-efficacy beliefs—learners’ confidence in their own abilities—as well as beliefs emphasizing the importance of oral proficiency. In addition, self-efficacy beliefs were strongly associated with the Ideal L2 Self, a key motivational component reflecting learners’ future-oriented self-image as successful language users. The Ideal L2 Self also demonstrated substantial explanatory power for the use of metacognitive strategies. However, in predicting J-CAT reading scores, cognitive strategies, rather than metacognitive strategies, emerged as significant predictors. This suggests that strategies directly related to task performance were more closely linked to test outcomes. Overall, while significant interactions among individual difference variables were observed, these factors appear to influence the learning process in indirect ways rather than directly determining proficiency. The findings highlight the importance of fostering self-efficacy beliefs, which in turn support motivation and strategic learning behavior.

Paper long abstract

This study aims to clarify how learners subjectively evaluate and perceive mixed-level learning in beginner Japanese language classes. Mixed-level classes have often been discussed as involving educational challenges, particularly at the beginner level, because instructors must respond to differences in learning pace and comprehension. For example, teaching learners with varying proficiency levels in the same classroom requires differentiated materials, adjustments to activity design, and management of progress gaps, all of which may create instructional difficulties (Ur, 1996). In Japanese language education, previous studies have also discussed both the challenges and possibilities of mixed-level environments at the elementary level, where differences in prior learning experience and linguistic knowledge may affect classroom participation and comprehension (Suzuki & Yofkova-Shii, 2014). However, such discussions have largely been based on teachers’ perspectives, while learners’ own perceptions have received limited attention.

To address this gap, a questionnaire survey was conducted in a beginner Japanese class offered in a blended learning environment combining on-demand and face-to-face instruction. Data were collected on learners’ study backgrounds, self-assessed proficiency levels, experiences of collaborative activities, evaluations of proficiency differences, and open-ended comments, and were analysed quantitatively and qualitatively. The participants consisted of 22 learners, most of whom had studied Japanese for less than six months.

The results indicate that learners’ evaluations of mixed-level learning were not uniformly negative. Positive perceptions included learning from peers, feeling stimulated by classmates, and engaging in mutual support. At the same time, learners also reported difficulties such as mismatched learning pace and challenges in retaining newly learned material, suggesting that mixed-level learning cannot be reduced to a simple positive–negative dichotomy. Furthermore, even beginner learners treated the learning environment itself as an object of evaluation and actively assessed its significance for their own learning.

In conclusion, this study demonstrates the need to reconsider mixed-level learning from the learners’ perspective. It offers an important perspective that challenges the conventional assumption that beginner-level learners are passive recipients of instruction.

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References

鈴木秀明・ヨフコバ四位エレオノラ（2014）「習熟度の異なる学習者に対する授業の可能性と課題―初級日本文化クラスの実践を通して―」『筑波大学留学生センター日本語教育論集』29，93-104

Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge University Press.

Paper long abstract

Foreign language anxiety (FLA) has been extensively researched since the 1980s, primarily in the context of English language education. In recent years, particularly since the onset of the COVID-19 pandemic, FLA has attracted renewed scholarly and pedagogical attention. Understanding learners’ anxiety both inside and outside the classroom is essential for teachers not only to facilitate effective classroom management but also to foster more inclusive educational practices. However, research into Japanese language learners, particularly those who study at European universities before, during and after their period of study abroad, has remained extremely limited to this day.

This presentation focuses on a series of interviews conducted as a follow-up to a quantitative FLA study previously undertaken by the authors at their university, with the aim of qualitatively exploring Japanese learners’ anxieties and beliefs. The interviews were conducted online with seven Japanese language learners: one pre-study abroad, two during study abroad and four post-study abroad. Each semi-structured interview lasted approximately 40-60 minutes and addressed topics, such as anxiety in language learning, beliefs about language learning and acquisition, and learning environments within and beyond the classroom. The interviews were automatically transcribed using Microsoft Teams and subsequently analysed following Braun and Clarke’s (2006, 2019) reflexive thematic analysis framework. The authors coded and categorised keywords to identify recurring themes.

The preliminary analysis revealed prominent themes closely associated with both causes of anxiety and their mitigation, including speaking and presentation activities in class, specific language skills, learning communities and support networks within and beyond classroom and influence of study abroad experiences. Furthermore, learners’ beliefs regarding language aptitude, language acquisition and future opportunities for language use were found to shape fluctuations in their anxiety levels.

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References

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/.

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806/.

Paper long abstract

Kanji acquisition presents a central challenge for learners of Japanese as a foreign language, particularly for students from alphabetic language backgrounds. While a wide range of learning methods—such as visual associations, component analysis, and mnemonic techniques—have been discussed in previous research, comparatively little attention has been paid to the role of explicit structural understanding in supporting learning of Kanji.

This study examines how learners conceptualize Kanji structure and how structural awareness interacts with learning strategies, motivation, and prior knowledge. Based on Kerres’s (2018) didactic framework, a qualitative study was conducted using semi-structured interviews with fifteen undergraduate students of Japanese Studies at a German university. Participants were drawn equally from three semesters, representing different stages of Kanji acquisition, resulting in a cross-sectional comparison. They were asked to reflect on their learning habits, infer the meaning and reading of one unfamiliar Kanji from each of three structural categories (shōkei-moji, kaii-moji, and keisei-moji), and describe their concrete learning approach for a set of Kanji systematically selected across the same structural categories and varying in complexity.

The findings show that while most learners are intuitively aware that Kanji follow structural principles, explicit knowledge of Kanji categories, semantic radicals, and phonetic components is limited and often inconsistent. Visual associations were predominantly used for pictographic characters, especially among beginners, whereas component analysis was applied inconsistently and often without a clear distinction between radicals and other graphemes. The ability to infer readings and meanings of unfamiliar Kanji was strongly linked to learners’ implicit recognition of semantic–phonetic patterns, but rarely to a systematic understanding of Kanji formation.

The study concludes that structural awareness supports Kanji learning across proficiency levels, but its effectiveness depends on learners’ motivation and prior knowledge. Rather than promoting a single “optimal” learning method, the findings suggest that teachers can learn alongside their students by engaging with learners’ emerging interpretations of Kanji structure and supporting them in reflecting on their own approaches. This shared process encourages active learner involvement and responsibility in the classroom and helps learners adapt their strategies to different types of Kanji over time.

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References

Kerres, Michael (2018). Mediendidaktik: Konzeption und Entwicklung digitaler Lernangebote [Media didactics: Design and development of digital learning environments]. Berlin/Boston: Walter de Gruyter GmbH.

Paper long abstract

The paper reports on the design of an adjective-centered lexical network being integrated into aiLanguageTutor, a Japanese language learning platform combining structured linguistic knowledge with adaptive generation of teaching materials. The network currently encompasses 783 adjectives (277 i-adjectives and 506 na-adjectives) drawn from the Japanese Language Education Vocabulary List (Sunakawa et al. 2012) connected through an estimated 2,500+ semantic and morpho-syntactic relations.

The network models adjectives as central nodes and encodes relations among adjectives only, capturing semantic similarity and opposition as well as systematic variation in degree and evaluation. The lexical graph, following previously developed methodology (Perak and Špica 2025), links adjectives via synonymy/near-synonymy (kirei–utsukushii), antonymy (atsui–samui), and gradability/intensity relations representing evaluative scaling and strength differences (kowai – osoroshii; oishii–zeppin). Domain association is represented as labels on adjective nodes (e.g., travel, food, weather, service encounters), enabling topic-appropriate adjective selection without relying on noun–adjective pairings.

In parallel to semantic structure, the network encodes morpho-syntactic properties central to Japanese instruction and error diagnosis: adjective class (i-adjectives vs. na-adjectives: samui vs. shizuka), conjugation patterns (samukatta/samukunai; shizuka datta/shizuka ja nai), and polarity as evaluative orientation with its interaction with negation.

For synonym relations, the network stores structured contrastive information for explainable paraphrase and choice guidance: shared core meaning, domain/register tendencies, context-driven contrasts, typical usage profiles, and explicit selection guidance including formality level and spoken/written preferences.

Within aiLanguageTutor, this adjective network supports level-appropriate sequencing from high-frequency cores to nuanced alternatives, contrastive practice and error diagnosis based on local neighborhoods (e.g., kirei vs. seiketsu; samui vs. suzushii), and controlled generation of dialogues and texts maintaining lexical coherence within chosen topics and proficiency levels.

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References

Sunakawa, Yuriko, Lee, Jae-ho, and Takahara, Mari (2012) The Construction of a Database to Support the Compilation of Japanese Learners Dictionaries, Acta Linguistica Asiatica 2(2), pp.97-115 https://doi.org/10.4312/ala.2.2.97-115

Perak, B., & Špica, D. (2025). Automating Lexical Graph Construction with Large Language Models: A Scalable Approach to Japanese Multi-Relation Lexical Networks. Knowledge, 5(4), 24. https://doi.org/10.3390/knowledge5040024

Paper long abstract

This paper investigates how international students, Japanese students, and host farmers co-construct interculturality through cooking and dinner-table discourse in a short-term rural farm-stay program in Akita, Japan. Building on recent work that frames homestay learning as an interactional ecology—where participation and membership shape what counts as “input” and learning—we treat mealtimes as high-density sites for observing intercultural understanding in action (Greer & Wagner 2023). We further align this focus with current scholarship emphasizing the need to refine how language-focused study abroad is theorized and examined across diverse program designs and inequitable access conditions (Kang & Shively 2024).

While homestay research has shown that the dinner table is often the main arena of sustained host–student interaction and a key locus of language-and-culture learning (Kinginger et al., 2016), we argue that farm-stay meals intensify these affordances because food practices are embedded in rural labor, household rhythms, and intergenerational knowledge. We adopt a Communities of Practice perspective to conceptualize mutual understanding as emerging through participation in everyday domestic routines rather than through the acquisition of stable cultural facts. This framework allows us to position host farmers as experienced members who actively shape access, roles, and affective climate, while both Japanese and international students move through shifting forms of legitimate participation during cooking and dining.

Data consist of narrative interviews from international students (2024) and Japanese students (2025), complemented by multi-year questionnaires. Analytic attention is given to episodes of meal preparation, serving, eating, and post-dinner talk. Findings suggest that cooking tasks promote apprenticeship-like collaboration, enabling multimodal coordination across language gaps, while dinner conversations invite storytelling, evaluation, and spontaneous comparison of values, norms, and life histories, accelerating shifts from “visitor” to “family-like” member. These patterns resonate with recent discussions of intercultural learning in short-term programs, which highlight how program design and local interaction conditions shape outcomes beyond duration alone. By offering a rural, host-inclusive account of mealtime interculturality (Goldstein 2022), this study extends homestay and study-abroad literature with evidence that mutual understanding can be rapidly built through shared food practices as lived participation.

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References

Greer, T., & Wagner, J. (2023). The interactional ecology of homestay experiences: Locating input within participation and membership. Second Language Research, 39(1), 85–113.

Goldstein, S. B. (2022). A systematic review of short-term study abroad research methodology and intercultural competence outcomes. International Journal of Intercultural Relations.

Kang, H.-S., & Shively, R. L. (2024). Researching language-focused study abroad through an equity lens: A research agenda. Language Teaching, 57(3), 377–398.

Kinginger, C., Lee, S. H., Wu, Q., & Tan, D. (2016). Contextualized language practices as sites for learning: Mealtime talk in short-term Chinese homestays. Applied Linguistics, 37(5), 716–740.

Paper long abstract

This study aims to conduct a comparative analysis of the treatment of interjections (kandōshi) in beginner-level (A1) Japanese language textbooks. Interjections are frequently used in daily conversation and serve as vital linguistic resources; they not only facilitate the smooth flow of discourse but also signal the speaker's emotions, attitudes, understanding, and reactions. Furthermore, they support the management of interpersonal relationships and appropriate behavior within sociocultural contexts (Ameka 2006). From this perspective, interjections are deeply involved not only in the development of linguistic competence but also in the formation of pragmatic and sociocultural competencies (Kasper & Rose 2002).

However, in Japanese language education, the treatment of interjections remains limited compared to vocabulary and grammatical items, and systematic instruction at the beginner level is often insufficient. Consequently, although learners encounter interjections through dialogues and audio materials in their textbooks, they may be progressing without a full understanding of their meanings, usage, situational contexts, or their connection to interpersonal dynamics. Indeed, research has pointed out that Japanese language learners exhibit issues such as underuse, overuse, and a lack of functional differentiation in their use of backchanneling (aizuchi) and interjections, which may hinder natural interpersonal communication (Noda 2015).

This study analyzes multiple beginner Japanese textbooks regarding their repertoire of interjections, frequency, order of introduction, distribution within the materials, and the presence or absence of explanations concerning meaning and usage. The results reveal disparities in the frequency and diversity of interjections across different textbooks and indicate that connections to pragmatic functions and sociocultural contexts are not sufficiently demonstrated. Based on these findings, this study emphasizes the necessity of introducing interjections within clearly defined situational and interpersonal contexts, providing explanations focused on pragmatic functions, and implementing practice activities designed for authentic communication.

(Word count for the Body part: 286 words)

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References

野田尚史（2015）「日本語非母語話者の感動詞の不自然な運用」石黒圭（編）『感動詞の言語学』ひつじ書房，149–165．

Ameka, F. (2006). Interjections. In K. Brown (Ed.), Encyclopedia of Language & Linguistics (2nd ed., pp. 743-746). Elsevier.

Kasper, G., & Rose, K. R. (2002). Pragmatic Development in a Second Language. Blackwell Publishing.

Paper long abstract

This presentation explores the potential of translating literary works into Easy Japanese in order to expand the extensive reading resources available to learners of Japanese. The original motivation for this study was the idea that, if beginner learners could access simplified versions of works by canonical authors such as Natsume Sōseki, this would not only open a path toward eventually reading the original texts but also provide an opportunity for learners to gain insight into aspects of modern Japanese culture.

Extensive reading resources for learners of Japanese have already developed in various forms, including adapted versions of school textbooks used in Japanese education and reading materials written specifically for Japanese learners, in both print and online formats. However, simplified versions of literary works from the Meiji period, which are no longer protected by copyright, remain a largely unexplored area among the many resources currently available. This study therefore focuses on such works and, as an initial attempt, selects Natsume Sōseki, widely recognized as one of the leading writers of modern Japanese literature, and presents an Easy Japanese translation of the first chapter of I Am a Cat.

In this paper, such simplified literary texts are referred to as Easy Japanese translations. The reason for this designation is that the concept of Easy Japanese, which emerged in the context of the Great Hanshin-Awaji Earthquake as a means of supporting foreign residents who face difficulties in understanding Japanese, has a strong affinity with the methodology of extensive reading. The latter, while grounded in Stephen Krashen’s Input Hypothesis (i+1), promotes language acquisition through abundant input at a slightly easier level (i−1). Both approaches may be understood as sharing a “subtractive vector,” in that they both deliberately reduce linguistic complexity to facilitate comprehension.

The translation was based on the modernized orthography edition available via Aozora Bunko. The most effective way to supplement vocabulary and cultural or historical references that require background knowledge, such as through notes or illustrations, remains a subject for future study. Another issue for further consideration is the respective significance and appropriate division of roles between human translation and translation assisted by generative AI, particularly in terms of building rapport between students and teachers.

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References

庵　功雄（2026）『「やさしい日本語」とその周辺』ココ出版．

Nation, Paul.・Waring, Rob (2023)『言語教育における多読』Tabata-Sandom, Mitsue（監訳）、坂野永理ほか（訳）くろしお出版．

夏目漱石(1906)『吾輩は猫である上（青空文庫）』新字新仮名XHTML版https://www.aozora.gr.jp/cards/000148/files/789_14547.html　(2026/3/7最終閲覧)

Paper long abstract

This presentation reports on classroom practices aimed at exploring better kanji instruction for beginners, specifically targeting Japanese language learners in Türkiye, a non-kanji-using country.

First, I will provide details regarding the kanji classes I have taught to first-year students at my university over the past three years. When teaching kanji, we faced various challenges, such as a limited selection of teaching materials, a lack of topics for kanji practice, and the fact that the learners themselves lacked knowledge of kanji. To address these issues, I devised several methods for making the most of textbooks and implementing a variety of learning activities, utilizing free web services. These included creating illustrated slides, designing printouts for detailed kanji stroke verification, and making crossword puzzles to reinforce kanji readings and vocabulary. All kanji and vocabulary used in these activities are based on the textbook, aiming to supplement the learning content and ensure proper retention.

Next, I will discuss the quizzes and regular exams administered during these course periods. Since the classes encouraged multifaceted understanding of kanji, I devised diverse question formats for the exams as well. I will also provide a detailed explanation of the question format and the intent behind the questions.

Finally, to explain the background for undertaking this practice, I will briefly touch upon the prior research I have identified within my limited scope. Discussions regarding kanji learning for non-kanji learners cover not only kanji reading and writing, but also various instructional elements such as grasping the core meaning of kanji, understanding the meaning of vocabulary using kanji, and systematically analyzing kanji structure. This confirms that it is a learning activity requiring understanding from multiple perspectives.

I have also conducted a survey on this practice and present feedback from learners.

This presentation features detailed explanations of lesson and exam content, descriptions of instructional design rationale explaining why specific learning activities were implemented, and concrete examples of learning handouts. By presenting concrete practical content and analyzing the survey results, I aim to examine its validity.

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References

Nilay ÖZEL（2017）「トルコ人の日本語学習者の漢字学習に対する意識」 『フランス日本語教育　第16回シンポジウム報告 発表論文集』フランス日本語教師会 pp.175-182.

大森雅美・鈴木英子（2013）「日本語教師の７つ道具シリーズ②　漢字授業の作り方編」アルク

中村かおり（2019）「非漢字圏学習者の負担を軽減する漢字指導の試み」 『拓殖大学日本語教育研究』巻4, pp. 31-54.

https://takushoku-u.repo.nii.ac.jp/records/221

Paper long abstract

The role of artificial intelligence (AI) in language education has evolved rapidly since the release of ChatGPT in 2022. While early concerns focused on AI’s “hallucinations” and the potential for student “cheating,” these worries are gradually fading away, and language teachers are now eager to explore how AI can enhance language instruction.

This paper aims to examine how AI, especially large language models (LLMs), can support language learning across all proficiency levels. First, I outline key pedagogical considerations for integrating AI tools and present a series of user scenarios while addressing the guiding question: “what do we want to do with AI, and why?” Second, I argue for the importance of customizing LLMs based on learners’ linguistic proficiency levels. I demonstrate the risks of using uncustomized LLMs and provide concrete examples of the pitfalls that arise when proficiency-level alignment is ignored. Third, I introduce the concept of “productive failure,” a pedagogical approach that emphasizes delaying answers to give learners a chance to think independently. I discuss its relevance to AI-mediated instruction and show how it can be implemented into effective AI-augmented learning environments. Fourth, I present an application we developed to enhance learner’s oral proficiency. I illustrate the types of feedback current AI systems can provide on learners’ presentation skills, as well as key limitations—especially in pronunciation and other prosodic features. Finally, I reflect on an AI-enhanced experimental Japanese language course taught in summer 2025. Powered entirely by customized LLMs, the course was designed to promote personalized and autonomous learning. I describe the course design and share insights gained from this experimental course.

By examining both the possibilities and the constraints of current AI systems, the paper explores how to integrate AI in ways that are effective and pedagogically grounded for language instruction. It also emphasizes the point that human language teachers play a central role in ensuring that AI can augment, not replace, language instruction.

Paper long abstract

The use of Generative AI Together with Learners: A Practice in an Introductory: University-Level Japanese Language Course

Paper long abstract

This study examines the relationship between skill-specific self-perception based on CEFR self-assessment “Can-do” statements among intermediate-to-advanced learners and their scores on the Japanese Proficiency Diagnostic Test SPOT (Simple Performance-Oriented Test), focusing on the nature of the comprehensive Japanese language proficiency that SPOT aims to assess (Sakai, Kano, & Kobayashi, 2015).

In our previous study (Hidaka, Hatano, & Iwasaki, 2025), we analyzed 20 lower-intermediate learners across four levels (A1–B2) and five skills (listening, reading, spoken interaction, spoken production, and writing). While a correlation was observed between self-assessment and receptive skills scores, the results suggested a potential discrepancy in productive skills.

In this presentation, we conducted a survey of 36 upper-intermediate and advanced learners using CEFR self-assessment “Can-do” statements for the same five skills across levels B1 to C2. Responses were categorized into three levels (Cannot / Average / Can), and we analyzed and discussed the correlation by tabulating the SPOT score distributions for each group.

The results showed that, across all skills and levels, the “Can” group had higher average SPOT scores than the “Cannot” group; specifically, at B1, the former averaged around 75 points, while the latter averaged around 70 points. Furthermore, the group that rated C2 Can-do as “Can” scored around 80 points, with a tendency for slightly higher scores in the production skills. Additionally, the number of learners who rated C-level in Writing as “Can” was significantly lower than in other skills.

Based on the above, the SPOT results indicated a tendency to classify B-level and above as “can do” at around 75 points, and C2 Can-do as “can do” at around 80 points. However, the difference between B-level and C-level was small, within 5 points, and further analysis of the data is necessary. Furthermore, given the score differences in productive skills and the small number of responses in Writing, there is room for re-examining the construct of the SPOT by skill. Taking these points into account, this study provided insights into the interpretation of SPOT by descriptively illustrating the relationship between the two using intermediate-to-advanced-level data.

(Word count for the Body part: 340 words)

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References

日髙晋介・波多野博顕・岩崎拓也（2025）「SPOT得点とCEFR Can-doを用いた自己評価との関係 ――SPOT初中級とCEFR A1～B2の対応の検討―」『第14回 国際日本語教育・日本研究シンポジウム 予稿集』pp.221-225.

酒井たか子・加納千恵子・小林典子（2015）「TTBJ」李在鎬（編）『日本語教育のための言語テストガイドブック』pp.86-109,くろしお出版