Designing online assignments for Japanese language teaching

Abstract

An increasing number of language educators are taking a blended approach to their teaching in order to enhance students' learning experiences and outcomes. During recent years, online tools have become a valuable resource, aiding teachers in course delivery and assessment. Blended learning, which is campus-based learning supported by online components, has steadily grown in popularity in Australian tertiary education institutions (Ellis, Ginns, & Piggott, 2009). This paper reports on a trial program of delivery of online assignments in a first year Japanese language class, the rationale for the program, and the findings of a survey on students' perceptions of the online assignment. Our language team created online tasks using the learning management system (lms), Blackboard Learn 9.1, to increasing online components throughout our program. The advantages and disadvantages of online language tasks from both teachers' and learners' points of view will be discussed. Issues specific to the learning of Japanese, and ways in which to incorporate online tasks in future courses will be explored. The findings of the study will provide language teachers with insight into designing online assignments and will explore effective teaching practices for students of the Japanese language.

Bare Minimum Online Class

“…Studies regarding online learning in the Japanese language in general and Japanese language learning in vocational training institutes have attracted many researchers to research this matter. Various researchers have discussed online learning in Japanese Language learning implementation, as mentioned in the article [9], [16], [17], [19]. From the articles, it is possible to utilize e-learning as a substitute for learning activities.…”

“…On the technical side, technical glitches, the stability of internet connection, the device readiness to support the implementation of e-learning were the common problems. Meanwhile, on the human side, adjusting, familiarizing, and operating the LMS interface for both the lecturers and the student and maintaining the students' satisfaction levels with the e-learning process were examples of the problems that need to be addressed [16]- [17].…”

“…Studies regarding online learning in Japanese Language in general, as well as studies regarding Japanese Language Learning in vocational training institutes in Indonesia, have been brought up in recent years [9], [16], [17], [19] , [15], [4], [13], [18], [7], [10], [3]. Nevertheless, the implementation of online learning at vocational training institutes to adjust to the pandemic is not being brought up yet.…”