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 subfactors 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.
The advent of COVID-19 along with the rapid development of online devices has triggered the evolution of online learning, which its development has turned into an important modern teaching and learning tool. However, various information, such as its practicality, descriptions, innovative ways to apply and customise it to cater to a specific course is much needed for any electronic tools to be adapted into the teaching or learning a foreign language. What motivates the researchers to conduct this study is that with the evolution of online learning, Japanese language instructors need to provide more interesting and appropriate online learning materials to help students' cognitive understanding as well as to facilitate the online teaching and learning session. Generally, the purpose of this study is to investigate how students at one of Malaysia's largest public universities have been using Minato to learn Japanese online. Specifically, this study is conducted to explore how Cognitive, Situational, and Behavioural factors would affect students' online learning process. This study employs quantitative methods. 410 students who adopted Japanese language as an elective course participated as the sample of this study. A survey containing forty-seven questions about Cognitive, Situational and Behavioural factors is managed online. The survey is adapted from the Social Cognitive Theory by (Bandura, 1986). The findings have shown that between these three factors, Situational factors display a great imprint on the student's learning process. Behavioural factors rank second and the least impactful is the Cognitive factors. It has clearly shown that Minato has a significant influence on learning Japanese culture, vocabulary and pronunciation. However, Minato scores low among the students when it comes to assisting their understanding on grammar. Thus, it is suggested that more specific research on certain aspects of Japanese online learning should be conducted because online learning tools are not completely perfect without certain flaws.
Fear of foreign language learning can stem from the learners, the instructors and also the activities planned. Learners learning anxiety can be increased or decreased depending on the learning environment they are in. Instructors play an important role to allow maximum learning to take place. Activities planned for language learning can facilitate or hinder learning. This study investigates the fear of foreign language learning among undergraduates. The instrument is rooted from Horwitz (1986) survey on Foreign Language Communication Apprehension Survey mirrored onto (Olsson & Phelps, 2007) Social Fear of Learning. 902 respondents were chosen to answer the survey Data is collected via goggle form online and analysed using SPSS version 26. To reveal the frequency of the responses. Findings is presented in the form of mean scores. The findings for this study revealed interesting information about fear of foreign language learning. Sadly, fear foreign language learning can begin the classroom through direct learning. Some activities may seem normal to one class but may add anxiety to another class. Contribution/ Originality:This study contributes to the existing literature of foreign language learning anxiety. However, it links language learning anxiety to the theory of social learning of fear which means fear is derived from social means. Learners' interaction with the surrounding can either facilitate or hinder language learning.
Students studying Japanese at the main campus of the largest public university who have accommodated to face-to-face learning had to adapt to online learning sessions after the COVID-19 phenomenon emerged in early 2020. They had to learn independently and were expected to have digital technology skills in addition to having devices required for synchronous and asynchronous learning sessions. Would this change affect their motivation to learn Japanese? The researchers were motivated to undertake this study because investigating the motivational variables of language learning in online classes has profound impacts on instructors and students, as well as teaching and learning approaches. This quantitative study was conducted to explore the motivation of students to learn Japanese online. The study used a Google Form survey and all items were measured on a 5 Likert scale. The data were organized in four sections. Section A, the demographic profile, had 5 items, Section B had 12 items on Triggered Situational Interests, Section C had 14 items on Maintained Situational Interests and Section D had 12 items of Emerging Individual Interest. The categories in the instrument were inspired from Hidi and Renniger's ( 2006) situational interest and then incorporated into Fowler's (2018) online motivation. 161 students from three clusters of Science and Technology, Arts and Humanities and Business and Administration taking Japanese as an elective, participated in this study. Data were analysed using SPSS frequency statistics. The findings showed that there was a significant positive correlation between respondents triggered situational interest, maintained situational interest, and emerging individual interest in learning Japanese online. Students, on average, had an internal and external motivation to learn Japanese through online platforms and personal interest influences their motivation. Some pedagogical implications such as student's performing tasks in class, the grading system, course content and the role of the
Since the beginning of 2020 following the spread of the COVID-19 epidemic, ODL has become the new norm in education either at the primary school level or in higher education institutions. This study is motivated to identify the student's perception of the teaching and learning platform chosen by the instructor so that the ODL session can be optimized and will successfully assist the students' attainment of the Japanese language course. The purpose of this study is to investigate how students perceive Telegram as an ODL platform for learning Japanese. This quantitative study used a 5-point Likert scale as an instrument. The survey was divided into five sections. Section A was the demographic profile, Section B was Learner-to-Learner Interaction, Section C was Learner-to-Instructor Interaction, Section D was Learnerto-Content Interaction and Section E was Learner-to-Platform Interaction. There are 26 items for the Four Types of Interactions. 186 students learning Introductory Japanese Level II participated in this survey. Data is analyzed using SPSS Frequency Statistics, Descriptive Statistics and Paired Samples T-Test. The findings of the study show that students agree with the choice of Telegram as an online Japanese learning platform and the interaction between students, instructors, content and platform is positive. It is suggested that qualitative studies are also conducted to explore more about their perceptions of Telegram being a platform for ODL.
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