Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives

Abstract

Japanese language teaching does not have a very long tradition in Slovenia, yet the teaching of Japanese has significantly developed both in qualitative and in quantitative terms in the past 20 years. This paper presents an overview of past Japanese language courses and of the development of Japanese language instruction in Slovenia at various levels of instruction and in different institutional settings, pointing out changes in learner motivation, increasing accessibility of language learning resources, and the growth and diversification of (present and potential) Japanese language teachers. The paper concludes with some suggestions for further development and for an increased networking among Japanese language teachers and learners.

Technology-Enhanced Learning for the Development of Learning Motivation

“…) and Self-Efficacy Theory by Albert Bandura (Chang et al, 2018;Chen, 2017;Lee, 2017;Schumacher & Ifenthaler, 2018;Song et al, 2018;etc. ), and the third most common theory was about intrinsic and extrinsic motivation (Chen et al, 2018;Hmeljak Sangawa, 2018;Kim & Kim, 2016;Li & Shieh, 2016;Wijaya, 2019;etc.). Although Self-Determination Theory implies intrinsic and extrinsic motivation, there were researchers who did not mention Ryan and Deci's theory, which is why intrinsic and extrinsic motivation is separate.…”