Japanese Language Proficiency Research Articles

Evaluating Facebook as aids for learning Japanese: learners' perspectives

PurposeThis study analyses the advantages and weaknesses of using Facebook to aid the learning of Japanese as a foreign language.Design/methodology/approachA questionnaire survey was conducted to collect data from 100 Hong Kong Japanese language learners (who are generally fluent in Chinese and English), ranging from total amateur to advanced learners (Japanese Language Proficiency Test (JLPT) qualified at different levels).FindingsThe authors' results suggest that the advantages of using Facebook to help learn Japanese include: (1) serving as a free-of-charge, casual, and convenient learning platform; (2) enriching learners' knowledge beyond the language learning and (3) encouraging interactive and collaborative learning with other users for practicing the language. However, the low credibility and unstructured educational materials posted on Facebook and being easily distracted by other Facebook feeds are the major weaknesses of learning a language through Facebook. Furthermore, the authors' result shows that Facebook is especially effective for Japanese learning when learners fall into either one of the following groups: young, female, or intermediate (N2/3) learners.Originality/valueScant studies focus on the aid of learning Japanese via Facebook, especially Hong Kong learners' perceptions, or generally in the East. Therefore, this study aims to fill this research gap. The authors' findings will facilitate the students, teachers, and language institutions from Hong Kong and other countries to improve the students' effectiveness in learning and teaching Japanese.

Development of Japanese Language Proficiency to Upgrade Manpower for Working Abroad

This research aims to 1) Survey the in the interest of Japan and Japanese of manpower who want to go out for work abroad in Phetchabun province and 2) To enhance the Japanese language ability to upgrade the manpower to go to work abroad in Phetchabun Province. The research sample consisted of 15 people in Phetchabun province who were about to go out for working abroad. The research instruments were 1) a test of Japanese language consisting of 30 multiple-choice test items for pre-testing and post-testing 2) a questionnaire on the interest of the manpower in Phetchabun province who were about to go out for working abroad, and 3) six online Japanese language lessons. Data were statistically analyzed using the mean, standard, and t-test. The results of the research showed that 1. Regarding interest information of the about to work aboard manpower in Phetchabun province, there are opinions about the importance of the Japanese language in which the opinions on the roles and importance of the Japanese language to work in foreign countries are at a high level ( = 3.81, S.D. = 0.89) 2. Japanese language ability of the sample group before studying the Japanese language online content consisting of 6 lessons. The average score of the Japanese language proficiency test of the sample group before the study of Japanese online content was 50.89 points, which is higher than the average of the 6 points before the study of Japanese language content which is equal to 24.23 points and the average difference between the after and before the study of the 6 Japanese lessons equal to 24.23 points (Sig.=0.000 < 0.01) indicating that the knowledge on the Japanese language of the sample group after the experiment was significantly higher than that before the experiment with statistical significance of 0.01.

The effects of community contact on L1 maintenance: a study of New Zealand Japanese immigrants and sojourners

Abstract This paper explores the effects of social networks on the reported language proficiency of three groups of New Zealand Japanese children. Drawing on a quantitative analysis of data collected from questionnaire-based interviews, this study reveals that children of sojourner families and children of immigrant families of mixed and non-mixed backgrounds, each with their differing levels of reported Japanese proficiency, benefit from different types of social networks. The results found that sojourner networks are important for sojourner children’s Japanese language proficiency. For this group, wider types of contact with the New Zealand Japanese community show little positive effects. These findings contrast with that of Japanese immigrants where community social networks show a diverse range of positive effects on the reported Japanese proficiency of children from mixed and non-mixed family backgrounds. The findings suggest that researchers should give further consideration into the differing effects of social networks on different subgroups within diasporic communities.

Challenges and experiences to develop a Japanese language course for international medical students in Japan: Maximising acquisition of Japanese language by applying adult learning theories

Introduction: The International University of Health and Welfare (IUHW) School of Medicine was founded in 2017 with the intention of providing medical content in English a historical first in Japan. Twenty international medical students have been accepted annually, with the majority possessing less than beginner level Japanese language proficiency at the time of enrolment. However, proficiency in Japanese, especially in the context of medicine is required for academic success and program completion. To address this, the IUHW School of Medicine has developed a course in medical Japanese with the objective of facilitating international students’ acquisition of medical Japanese and reinforcing such acquisition through various listening, speaking, reading, and writing activities. This study aims to describe the Japanese language education program for international students at the IUHW School of Medicine, with particular focus on the development of the curriculum and course content. Methods: The course is designed based on the following educational strategies and their applications: (a) Synchronisation of both medical and Japanese contents; (b) Collaborative learning; (c) Japanese output of medical content learned in English; (d) Practical output through making/giving a presentation and discussion with medical experts; (e) Detailed language feedback from language experts; (f) Reinforcing the vocabulary knowledge by writing; and (g) Building up vocabulary and expressions with relevant contents. Results: Our observations suggest that our international students have been able to continue their medical education in Japanese smoothly. Conclusion: The content-based instructional design that includes second language acquisition strategies may also be applicable to other Asian languages such as Korean and Chinese.

PENGENALAN BUDAYA JEPANG DAN PENGUATAN KEMAMPUAN BAHASA JEPANG MELALUI JLPT PADA SISWA MAN 1 PASURUAN

Japanese is one of the foreign languages that many students learn in Indonesia, including at MAN 1 Pasuruan. Students of MAN 1 Pasuruan have a great curiosity about Japanese culture, especially about the lives of Japanese high school students, shodou 'Japanese calligraphy', Japanese language, and JLPT (Japanese Language Proficiency Test). However, learning Japanese at MAN 1 Pasuruan has limited learning time, so that during learning hours it is more focused on teaching basic Japanese, while teaching about Japanese culture and JLPT is still very necessary. Therefore, this community service activity aims to increase students' understanding and interest in Japanese culture and language so that students can measure their own learning success and Japanese language skills with JLPT test. This community service activities were carried out at MAN 1 Pasuruan using a blended method which was attended by 50 students (40 students via online and 10 students via offline) from class X Language, XI Language, and XII Language by introducing Japanese high school life, simulations of JLPT test, as well as demonstrations and shodou workshops by native speakers and experts who expert in their fields. The high activity and enthusiasm of students shows that this community service program is very much needed by MAN 1 Pasuruan to accommodate the needs and to increase students' interest in learning Japanese language and culture that has been learned during teaching and learning activities in class.

COMPARATIVE ANALYSIS OF FOREIGN LANGUAGE PROFICIENCY DESCRIPTORS IN THE ENGLISH, RUSSIAN, CHINESE AND JAPANESE LANGUAGES

The estimation of foreign language proficiency level is one of the most challenging questions in methodology. The ar- ticle examines a competency-based approach and its place in the creation of a system to determine foreign language proficiency level. The paper provides a comparison between descriptors of English, Russian, Chinese and Japanese language proficiency.

Application of Differentiated Instruction on Japanese Language Proficiency Test to Build Students’ Awareness of Lifelong Learning

Along with the rapid development of technology and the occurrence of education 4.0, lifelong learning ability becomes an important element in 21st century learning. Lifelong learning ability consists of the ability to develop strategies and evaluate one’s own learning, to improve knowledge, skills, and competence, so that continuous and sustainability learning habit can be built. By applying lifelong learning, students can evaluate their own learning, recognize their weaknesses and strengths, so that they can design the right learning model for the development of their knowledge. The ability to do lifelong learning is very important to be mastered by a student, so the teacher should introduce this learning model to student. On the other hand, as teacher we also conduct classroom / group learning that the differences in student’s ability may vary in one class. It needs to be facilitated by designing student personal learning (Differentiated Instruction / DI) to maximize student outcome. This paper discusses how DI strategies that implemented in Japanese Language Proficiency Test: Intermediate Level (Noryoku Shiken III) courses can build student awareness of lifelong learning. The participant of this research is the student from Japanese Language Proficiency Test: Intermediate Level (Noryoku Shiken III) class in Japanese Department, in a private university in Jakarta. The result of this research is after applying DI, a good progress was seen in each student towards the achievement of JLPT N3 grades, and can create independent learning habits, so students can sustain this learning habits even after finishing this subject.

Can Japanese Learners Pass the JLPT N3 by Reading A3! Visual Novel?

A visual novel is a reading media in the form of conversations between characters shown in a static anime style that attracts readers to continue reading it. Equipped with audio in Japanese and translation in English, it is estimated that visual novels can be used as an exciting learning media for students. This study aims to determine the possibility of visual novels, which are usually used as a game for entertainment purposes, as a medium for learning Japanese to pass the JLPT (Japanese Language Proficiency Test). The method used in this stusdy is a quantitative method to find the matching vocabularies, with a listening and note-taking method for data collection. The data analyzed here is a conversation transcript of some chapters of A3! visual novel and JLPT 2018 questions ranging from N5 to N3 level. The A3! visual novel data are grouped according to the JLPT's four linguistic aspects: Moji goi, bunpou, dokkai, and choukai, at each level (N5 to N3). The analysis results show that the visual novel A3! can be used as a strengthening medium for students to pass the JLPT from N5 to N3.

How Prior Knowledge Affects Visual Attention of Japanese Mimicry and Onomatopoeia and Learning Outcomes: Evidence from Virtual Reality Eye Tracking

According to the United Nations Sustainable Development Goal (SDG) 4, “achieving inclusive and quality education for all”, foreign language learning has come to be seen as a process of integrating sustainable development into the socio-cultural aspects of education and learning. The aim of this study was to employ virtual reality (VR) eye tracker to examine how students with different levels of prior knowledge process visual behaviors for Japanese Mimicry and Onomatopoeia (MIO) while learning Japanese as a second foreign language. A total of 20 students studying at the Department of Applied Japanese at the university of Southern Taiwan were recruited. Based on the Japanese language proficiency test (JLPT) level, 20 participants were divided into high prior knowledge group (levels N1–N3) with 7 participants, and low prior knowledge group (level N4 or below) with 13 participants. The learning stimuli materials were created by Unreal Engine 4 (UE4) development tool to design a 3D virtual MIO paradise, including 5 theme amusement parks. Through a VR eye tracker, participants’ visual behaviors were tracked and recorded based on 24 different regions of interest (ROIs) (i.e., ROI1–ROI24). This was done to discuss the distribution of visual attention in terms of different ROIs of each theme amusement park based on four eye movement indicators, including latency of first fixation (LFF), duration of first fixation (DFF), total fixation durations (TFD), and fixation counts (FC). Each ROI of the two groups were then compared. In addition, a heat zone map was also generated to show the overall visual distribution of each group. After the experiment, based on the eye movement indicators and test scores in the pre-test and post-test phases, statistical analysis was used to examine and evaluate the differences in visual attention and learning outcomes. The results revealed that the gaze sequences of the two prior knowledge groups gazing at the ROIs in theme parks were different, except for the gaze sequence in the circus theme park. Different prior knowledge groups exhibited differences in visual attention in the ROIs fixated on in each amusement park. Additionally, in terms of TFD and FC of different groups in each amusement park, there was no significant difference except in ROI10, ROI16, and ROI18. Moreover, after receiving cognitive comprehension processes introduced in the VR-simulated MIO scenes, students from both groups achieved higher post-test scores compared with pre-test scores, and such differences had statistical significance. In conclusion, the implications of VR eye movement analysis on developing students’ competence related to learning Japanese and cross-cultural aspects, compatible with sustainable development, were presented.

인공지능에 의한 일본어 텍스트 생성 및 일본어능력시험 난이도 분석 시스템 개발 연구

인공지능에 의한 일본어 텍스트 생성 및 일본어능력시험 난이도 분석 시스템 개발 연구

Alternatif Model Alat Evaluasi Kemahiran Menyimak Bahasa Indonesia bagi Penutur Asing Berlandaskan Alat Evaluasi Bahasa Asing

In this paper, we will discuss the design of the Indonesian language evaluation model for foreign speakers (BIPA), in particular the listening proficiency evaluation model. Listening proficiency evaluation tool is considered important because listening is a parameter for a foreign speaker to master other language skills. At this time, the presentation of the listening proficiency test for the Indonesian language proficiency test (UKBI) is considered difficult for foreign speakers to follow. The solution to overcome this problem is to design a listening proficiency evaluation tool based on the results of analysis of foreign language evaluation tools such as the JLPT (Japanese Language Proficiency Test), America by analyzing the listening competency evaluation tool from TOIEC (Test of English for International Communication), and Europe with analyzing the DELF listening competency evaluation tool (Diplome d'Etudes en Langue Francaise / Diploma in French Language Studies). The results of the study on the evaluation tool became an alternative basis for designing a model for evaluating listening proficiency in Indonesian for foreign speakers. This study aims to describe the design of the listening evaluation tool in Indonesian for foreign speakers. The data that will be produced in this research is in the form of an alternative lattice evaluation tool for listening proficiency in Indonesian for foreign speakers.

Method of Information Technology Enhanced Japanese Vocabulary Learning and Evaluation

Japanese vocabulary proficiency is directly related to Japanese language proficiency, and the learning and evaluation of Japanese vocabulary is vital in Japanese learning. To evaluate the learners’ Japanese vocabulary proficiency, in this study, we propose an effective method for evaluating Japanese vocabulary and implement it into a system. To prove the evaluation ability of the proposed method and implemented system, we conducted an experiment involving 80 students from the Japanese Group of the department of applied foreign languages of a senior high school to investigate the effectiveness of the method and system. The results of this study confirmed that (1) the reliability and validity of the proposed Japanese vocabulary evaluation method and system are favorable; and (2) the correlation coefficient between the experimental results and the students’ academic performance is higher than 0.80. Theoretically, the multidimensional Japanese vocabulary quotient model proposed herein can be the basis for Japanese vocabulary detection. Practically, the low-cost and rapid Japanese vocabulary evaluation system developed is applicable to educational evaluation, whereas the technical evaluation method and system for Japanese vocabulary can improve the efficiency and effectiveness in evaluating the Japanese vocabulary of learners.

Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali

The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.

Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali

The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.

Evaluation of Japanese Language Proficiency in Online Internships for Vocational School Students of Diponegoro University, Semarang

The internship is one of the five-semester compulsory courses for D3 (Diploma 3) students of the Diponegoro University Vocational School, Semarang. Internships are held for a minimum of 3 months in the industry. Internships are applied at the diploma education level to allow the student to be well prepared before entering the world of work after graduating. This study aimed to evaluate the use of Japanese in online internships. The online internship has been applied since the pandemic of Covid-19. This research is expected to be a self-evaluation for curriculum adjustments to answer industry needs. Mainly because the Diponegoro University Vocational School no longer accepts D3 level students since 2019. In 2019, The D4 (Diploma 4) program replaced the closure of the D3 program. Of course, this makes curriculum adjustment a very urgent matter. Therefore, we need an evaluation of the curriculum implemented at the D3 level as a reference. This research is a qualitative descriptive study with a survey method. The data was collected through a survey distributed to 5 Japanese Vocational School (SV) D3 students who did online internships using Japanese. The survey contains several questions covering the four language skills: speaking, listening, reading, and writing. The survey was carried out online by providing three alternative answers to multiple-choice questions circulated via a google sheet. Based on the research results, it can be understood that students are pretty satisfied with the abilities obtained during lectures because they can be applied during online internships using Japanese. Students still experience dissatisfaction with one aspect of Japanese language learning, which is the Speaking aspect. As a result, it becomes an obstacle when doing online internships. However, this percentage of dissatisfaction is minor compared to other aspects of learning. It is an important point that can reference self-evaluation of study programs, both for curriculum preparation and classroom teaching.

Understanding the Use of O and Ga Particles in Japanese Sentences for Japanese Language Learners

Joshi or particle is a class of words that cannot change the form, other than that Joshi cannot stand itself. Joshi must be attached to another class of words to gain meaning. In the Japanese language, one of the joshi groups that can connect noun and noun or noun and verb or adjective called the kakujoshi category, two of them are o and ga particles. One of the functions of o and ga particles have the same function as an object marker; many Japanese language learners still have difficulty in using o and ga particles as an objective marker. This research is how Japanese language learners' understanding of using o and ga particles in Japanese sentences. The method used the quantitative and questionnaire technique. This research concludes that many respondents have passed the advanced level in the Japanese language proficiency test, and need more than two years for study. However, the understanding of Japanese learners in the use of o and ga particles are still at the intermediate level.

Factors Affecting Household Disaster Preparedness Among Foreign Residents in Japan

AbstractJapan is a country known both for its devastating natural disasters and its high level of community preparedness. However, while demographic pressures stemming from an aging society have led to a growing foreign population, scholars have paid little attention to understanding the levels of disaster preparedness exhibited by this group. Using representative data from the 2015 Nagoya City Foreign Resident Survey, this article is the first to explore variations in household disaster preparedness among Japan’s foreign residents. Although numerous factors were found to affect preparedness, the most important appear to be national origin, experience with disaster training, and exposure to disaster information. Japanese language proficiency, perhaps surprisingly, was of minor importance. We thus argue that a person’s cultural background and their exposure to information about local hazards affect their ability to identify and assess risk, which increases the likelihood that they will prepare their household for emergencies. This study not only provides insight into what might drive preparedness activities within foreign populations but also helps explain how migrants obtain disaster information. Its main implication is that Japan’s disparate migrant populations require a strategically varied approach when considering interventions to address disaster vulnerability.

Penggunaan Buku Ajar Nihongo Kirakira I pada Pembelajaran Bahasa Jepang di SMA Kesatrian I Semarang

Nihongo Kirakira I is a textbook published by The Japan Foundation and compiled by following the Content Competencies and Basic Competencies of the 2013 curriculum for secondary education. This book has fulfilled the requirements of the Ministry of Education and Culture to answer the needs of basic level Japanese language learners, equivalent to the level 5 JLPT (Japanese Language Proficiency Test). Preliminary studies show that there are positive responses regarding to this book from students in Kesatrian 1 High School Semarang. This study aims to investigate the further responses about Japanese language learning by using Nihongo Kirakira I. This research was conducted by using quantitative descriptive methods, involving 72 respondents in Kesatrian High School 1. The data were obtained through open and closed questionnaires, then analyzed by using percentage descriptive techniques. The result shows that 42 respondents (58%) gave "good" response and 30 respondents (42%) gave "not good" response. Poor responses are caused by respondents’ difficulty in pronouncing Japanese vocabulary and in reading hiragana and katakana letters. In general, respondents thought that learning Japanese using Nihongo Kirakira I is adequate.

Combining Chatbot and Social Media: Enhancing Personal Learning Environment (PLE) in Language Learning

Transformation of the global learning landscape in twenty-first century is shaped by the uptake of digital technology and social network applications, along with students’ alteration of characteristics, needs, and demands. As an attempt to integrate digital technology and social network application, this study aimed to develop a chatbot-based application integrated with social media LINE to enhance language learning, specifically for learning Japanese grammar. The application, namely Gengobot, is a chatbot-based grammar application, consisting of Japanese Language Proficiency Test Level 5 and Level 4 (N5 and N4) grammar materials in three language: Indonesian, English, and Japanese. This study applied design-based research method with Waterfall application development procedure, and a questionnaire to gather feedbacks from fifty-three students regarding Gengobot features and contents. Gengobot application was successfully developed using code igniter framework, MySQL database, and webhook to integrate Gengobot application with LINE messaging API. Application testing confirmed that Gengobot is successfully developed and operated properly. The students agreed that Gengobot materials and features considered to be adequate, useful, user friendly, and suitable to support language learning. Gengobot is also highly accessible since it is integrated to social media LINE, allowing students to adjust its use to their own learning preference and needs, which is suitable to enhance students’ personal learning environment.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.