Are Japanese university students ready for remote language learning?

Abstract

Purpose The purpose of this study is to assess Japanese university students’ readiness for taking e-learning language courses. The focus is placed on students’ self-analysis of their abilities to use their smart devices for remote language learning activities. Design/methodology/approach Japanese university students’ readiness for the shift towards remote learning has been measured by a self-reported online survey. The question items are based on three categories of Gay’s e-readiness models (2018). The survey was conducted before and after the fully online five-month English courses to examine to what extent students’ e-readiness had changed through the progress of the courses. Findings The results suggest that students have few difficulties using the university e-learning software provided. However, students reported limited enthusiasm and aptitude for the online English language learning components. These levels were approximately the same before and after the courses, with the exception of increased online learning confidence. Originality/value This study evaluates to what extent groups of Japanese university students’ e-readiness has changed over time. The survey looks at different perspectives including Web research, time management, enthusiasm for online language learning and their thoughts and opinions about interacting with their classmates. Although the sample size is small, the discussion considers the data in the context of the Japanese learning environment and existing e-readiness research, seeking to provide teaching insights for instructors and suggestions for further research.

Japanese Language E-Learning Readiness During the Covid-19 Pandemic at High Schools in Buleleng Regency

“…As we can see from the results of Table 2, especially the financial readiness, which only scores 3.12 (not ready, needs some work). This finding corresponds with [3,14,18], which mentioned that many students had access to smartphones yet could not afford the cost of internet connectivity. When asked about their favourite learning apps, the percentages for Google Classroom and WhatsApp were almost similar (48% and 47%).…”

“…Researchers have begun to explore the implementation of e-learning as an alternate approach [9,14]. E-learning uses digital technology to create educational resources for teaching and learning, instruct learners, and govern courses to obtain a high percentage of student academic achievement.…”

“…Many students had access to smartphones but could not afford a personal laptop and the cost of internet connectivity. Also, they were owing to a lack of understanding of the device's value as an academic tool [3,14,18].…”

Investigation on the Collaborative Learning Mode of College Japanese under the Network Environment

“…Learning Japanese through the internet can improve learning effectiveness, while also reducing learning time and economic costs. The learning difficulty in the online environment is relatively high, thus requiring more self-directed learning and self-restraint abilities [19]. At the same time, increasing interaction and communication in the online environment can enhance students' deep understanding of Japanese language knowledge.…”

Examining Facilitating Condition and Social Influence as Determinants of Secondary School Teachers’ Behavioural Intention to Use Mobile Technologies for Instruction

“…98% Finland university students owned mobile phones and as well discover that mobile learning has taken a greater step in the digital revolution. Also, Hirata (2021) revealed that the majority of university students on campus in Japan carry mobile phones, and contemporary students tend to be checking their emails and entering information into their mobile phones. Mobile learning has a lot of benefits and the technology has a greater place for teaching in the nearest future.…”