Learning Japanese is a complex and diverse process, encompassing not only characters, vocabulary, and grammar, but also pronunciation and intonation. Proficiency in one of this world's most popular languages demands adept application of various techniques and strategies. As an educator, I am deeply inspired by the strategies my students employ in mastering the Japanese language, and I strive to leverage these insights for optimal teaching and learning outcomes. This study aims to explore undergraduate students' perceptions regarding their use of learning strategies through a quantitative approach. A cohort of 176 respondents from a public university in Malaysia participated in the study. The survey utilized a 5-point Likert scale adapted from Oxford (1990); Wenden and Rubin (1987), organized into three sections: Section A covering demographic trends, Section B comprising 19 items concerning direct strategies, and Section C focusing on 22 items related to indirect strategies. The findings revealed that students extensively employed memorization, organization, elaboration, and critical thinking, demonstrating a comprehensive approach to learning the Japanese language. Moreover, students exhibited proactive behaviour by revisiting confusing material and utilizing self-questioning and goal-setting strategies. The research also unveiled a significant and strong positive correlation (r=.723**) between direct and indirect strategies in Japanese language learning, emphasizing their interconnected nature. Future research should prioritize longitudinal studies to track the evolution of language learning strategies (LLS), expand cross-cultural investigations, and explore the impact of emerging technologies such as augmented or virtual reality. Furthermore, examining variations in LLS across proficiency levels will inform tailored instructional approaches.
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(Abas et al., 2024)
Abas, N. A., Zubbir, N., Azam, N. S., & Jamrus, M. H. M. (2024). Direct and Indirect Language Learning Strategies in Japanese Language Acquisition. International Journal of Academic Research in Business and Social Sciences, 14(3), 279–295.
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