The effect of multimedia and temporal contiguity principles on students’ attitude and retention in learning Japanese language

Abstract

Nowadays many schools take the Japanese language as the second language, although there are similarities in the writing of the Japanese and Chinese language, the student’s learning outcomes are a challenge for the teacher. This study is to explore the effect of multimedia principles (multimedia, temporal contiguity) in slides on students’ attitude and retention towards Japanese vocabulary among 10-grade students in Chinese rural areas. Using quasi-experimental research to form an experiment group and control group for 10 weeks. 90 participants have randomly selected sampling from Wucuan town, Zunyi city, Guizhou province. 5 Likert-scale questionnaire was used to collect the students’ attitudes and binary tests for the students’ retention. All the data were sorted out and input into the SPSS 26 version for description and inferential analysis. The results showed the students’ attitude and retention in EG are significantly different than the CG. Reveal the multimedia and temporal contiguity principles are a benefit to the students. Multimedia and contiguity principles used in the slides can change attitudes toward learning Japanese vocabulary and improve students’ retention.

The Use of Technology and Media in Japanese Language Learning: A Bibliometric Analysis

“…Technological developments in learning have an impact on foreign language learning, including Japanese language learning [22,19,27,94]. Currently, learning Japanese involves a lot of technology in the use of learning media [93,94,[158][159]. The involvement of technology in learning media generally takes the form of e-books, PowerPoint, audio-visual media in the form of YouTube videos, and audio that can be accessed from popular applications such as podcasts, Spotify, iTunes, etc [6,115,[159][160][161][162][163].…”

Development of digital modules to optimize Basic Japanese online learning

“…Nowadays, Japanese language learning included in foreign language learning has also been rife using ICT in teaching and learning (Febrianty & Ricardo, 2019;Firmansyah et al, 2018;Ge et al, 2022). ICT involvement in Japanese language learning is generally done through various digital platforms such as Google Classroom and other LMS (Huang et al, 2021).…”

“…ICT involvement in Japanese language learning is generally done through various digital platforms such as Google Classroom and other LMS (Huang et al, 2021). In addition to using the platform in the form of LMS, the creation of teaching and assessment materials also involves ICT such as materials in the form of e-books, PowerPoints, audio-visual media in the form of YouTube videos, audio that can be accessed from popular applications such as podcasts, Spotify, iTunes, and assessments through the Google Form and Digital Quiz platforms (Ayub, 2018;Brata et al, 2019;Ge et al, 2022). The materials and assessments in ICT-based Japanese language learning can be integrated into an e-module so that, similar to the use of e-modules in language learning in general, teachers and learners can control learning content, motivate learners, and improve Japanese language skills (Tsai et al, 2018;Belanisa et al, 2022;Noverisa et al, 2022).…”

Articulating transboundary education: Growing IJCE to cultivate innovation frontiers

“…Seven research papers and one book review have been published since May, with several more in process to top off the May-August compilation (Chen, 2022; Ge et al, 2022; Huang, 2022; Lin and Dai, 2022; Mao et al, 2022; Peng, 2022; Xie, 2022; Zhang, 2022). Julie Yu-Wen Chen investigate implementation of the Hanyu Shuiping Kaoshi (HSK) and its Home Edition during the Covid-19 Pandemic, crossing boundaries between language and cultures.…”