Investigating the Effective Instructional Activities as well as Advising Students to use the Effective Study Strategies related to Their Academic Performance in Less Commonly Taught Language, Particularly Japanese

Abstract

The purpose of this study is to investigate the effective instructional activities as well as advising students to use the effective study strategies related to their academic performance in less commonly taught language, particularly Japanese. The sample was college students who studied Japanese from 2017 to 2018 at the beginning level. Factor analysis was used to group items into meaningful factors. Independent ttests were used to investigate correlations with Test Scores. The test scores were gathered from the classroom tests (listening and written). Instructions showed that Cooperative and Challenging Instructions revealed statistically positive relation with Test Scores. Communicate Instruction did not show statistically positive relation with Test Scores. Learning strategies revealed statistically positive relation with Cognitive Strategy, Memory Practice, Study Skills, and Resource Management. Romaji (romanization of the Japanese written language) Use showed negative correlation. The pedagogical implications were presented and further investigation will be conducted using online survey.