As Japanese uses three writing systems (hiragana, katakana, and the ideograms known as kanji), and as materials in the target language include all three, it is a major challenge to learn to read and write quickly. This paper focuses on interactive multi-media methods of teaching Japanese reading which foster learner autonomy.As little has been published on interactive multi-media methods of teaching Japanese reading, it seems likely that traditional resources are generally used for this activity. The courseware includes sound files showing the pronunciation of each kana as well as simultaneous animation showing how to write each character. This paper investigates whether interactive courseware, used independently of classroom interaction, results in measurably greater recognition of the hiragana syllabary than more traditional methods. After briefly situating the study in the context of research on the teaching of Japanese reading and learner autonomy, the paper will present the courseware as well as an empirical study comparing the results of the use of the courseware by learners at beginners' level: one group using the courseware, and the other using paper-based materials. This is followed by an account of learner diaries written by zero-beginner level learners of Japanese using the courseware.The study indicates that acquisition of a recognition-level knowledge of hiragana is approximately twice as fast using the courseware as using paper-based materials. Learners also learned to write the hiragana without explicit instruction.1 The Japanese writing systemThe writing system is one of the great challenges in learning and teaching Japanese. This paper will describe a CALL adaptation of a colour-based method of teaching one of the Japanese syllabaries as well as the results of a study comparing learning using computer-based materials to learning using paper-based materials.Japanese has three writing systems: two phonetic syllabaries, hiragana and katakana, and the logographic system imported from China, kanji. In general, the rounder hiragana are used to write inflections as well as words that cannot be written

This chapter describes the collaborative design and development process of a digital learning object in terms of roles, resources and user requirements. The example used to illustrate this process is a computer-assisted language learning (CALL) adaptation of a colour-based method of teaching one of the phonetic Japanese writing systems to zero beginners. This learning object combines as many of the positive features as possible of previous teaching methods with the advantages of mobile learning, facilitating autonomous learning on demand. It is time and cost effective and contains additional resources best supplied by a digital resource. The chapter also discusses the role and development of digital repositories in higher education.