Abstract
A public university has shifted the Japanese language teaching method from using full textbooks to the application of combining textbook and online platforms. This shift is in lieu of the transition in teaching and learning patterns initiated by the rapid development of IT and the effects of pandemic. What motivates the researchers to embark on this study is that with the change of learning face-to-face to online learning, foreign language instructors need to prepare more interesting online materials to ease online teaching and learning. Generally, this study is aimed to introduce yet another online teaching materials for the teaching and learning of Japanese. Specifically, this study is to explore how the students learned Japanese online with the assistance of Minato, employing quantitative methods. A forty-seven-item questionnaire, with questions related to behaviour (13 items), situational (20 items) and cognitive (14 items) factors was administered, and 37 students participated in the survey. Based on the findings, it had been illustrated that out of 47 item questions; eleven (11) items recorded the highest score of 4.6 mean points. Eight (8) of the highest means are items from Situational Factors and three items from Cognitive Factors. The sub-factors for Situational Factors consist of learning about culture and learning about lifestyle. Out of eight (8) items with the highest means; three (3) items from culture and five items from lifestyle. The sub-factors for Cognitive Factors are learning vocabulary, learning pronunciation and learning grammar. Out of three (3) items with the highest means consists of two (2) items from learning vocabulary and one item from learning pronunciation. The lowest mean of 3.5 points is from Cognitive Factors and the item is learning grammar. Therefore, this study has proven that teaching and learning using videos and photos are the most effective methods for learning Japanese culture and lifestyle through an online platform, whilst learning grammar still need teachers-students’ face-to-face interactions in class.
Highlights
Background of Study The teaching of the Japanese language has evolved in tandem with the development of technology from the blackboard and chalk era to online and distance learning era
Summary of Findings and Discussion Findings for the Behavioural Factors affirms that the Communicative Learning Activities have helped the students to systematically learn how Japanese is used in communication
Items on questions about communicative learning activities helps them to understand a variety of natural contextualized conversations, to gain practical ability to communicate in a variety of natural contextualized conversations and to achieve the learning objective(s) (Can-Do) are the students’ three least preferred items
Summary
Background of Study The teaching of the Japanese language has evolved in tandem with the development of technology from the blackboard and chalk era to online and distance learning era. The Japan Foundation, which is responsible for creating and enhancing Japanese-language education environments worldwide, does not lag with their innovations It introduced its latest innovative method of learning Japanese through Marugoto books and an online platform through the e-Learning website ‘Minato’ in 2014. ‘Minato’ (literally means ‘Port’) is a place where anyone can learn Japanese with online courses and interact with people from all over the world through an online community This e-Minato website aims to help the learners of Japanese to learn the language more fluently and get more information about the accurate Japanese language. Minato aims to provide opportunities for those who want to learn but do not have a place or school to study It provides a variety of required courses suitable for them to start learning. The finding showed that Hiragana and Katakana teachers found the self-learning method is a contemporary method that needed to be applied to a variety of subjects
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