Report on Assessment of the Needs ofOnline Japanese Language Education andLearning

October, 2023

Needs Assessment Survey Study Committee(Tokyo University of Foreign Studies, Osaka University,
University of Tsukuba, Toyo University, The JapanFoundation, Japan Student Services Organization)

[TABLE OF CONTENTS]
1. BACKGROUND AND PURPOSE OF THE SURVEY

1

1.1 BACKGROUND OF THE SURVEY ........................................................................................................... 1
1.2 PURPOSE OF THE SURVEY ................................................................................................................. 1
2. SURVEY SUMMARY

2

3. NEEDS AND CHALLENGES IN STUDYING IN JAPAN 7
3.1 NEEDS FOR STUDYING IN JAPAN.......................................................................................................... 7
3.2 INFORMATION AND SUPPORT REQUIRED BY PROSPECTIVE INTERNATIONAL STUDENTS ............................................ 8
3.3 CHALLENGES IN JAPANESE LANGUAGE EDUCATION IN JAPAN AND ABROAD ........................................................ 9
3.3.1 Challenges Related to Students Who Seek to Study Abroad as Undergraduate Students..................................... 9
3.3.2 Challenges in Japanese Language Learning for Overseas University Students ............................................ 10
4. ONLINE LEARNING OVERSEAS

10

4.1 CURRENT STATUS OF ONLINE LEARNING OVERSEAS................................................................................. 10
4.1.1 Status of Online Classes at Overseas Institutions of Higher Education ..................................................... 10
4.1.2 Usage of Online Learning Materials and Tools in Foreign Higher Education Institutions ................................ 12
4.1.3 Students’ Experience with Online Materials and Tools ........................................................................ 14
4.1.4 Students’ Experiences of Taking Online Classes (outside of university classes) ............................................ 14
4.2 THE FUTURE OF ONLINE CLASSES OVERSEAS ........................................................................................ 15
4.2.1 Policies of Foreign Higher Education Institutions on Online Classes ....................................................... 15
4.2.2 Students Preferred Style of Japanese Language Classes ...................................................................... 16
5. SUGGESTIONS FOR THE FUTURE

17

5.1 CONSIDERATIONS AND REFERENCE INFORMATION FOR DEVELOPING ONLINE LEARNING MATERIALS AND TOOLS ........... 17
5.1.1 Japanese Language Levels in Need of Online Learning Materials and Tools ............................................... 17
5.1.2 Skills and Knowledge that Overseas Students Want to Acquire ............................................................... 18
5.1.3 Online Learning Content in Needs............................................................................................... 19
5.1.4 Requirements for Online Learning Materials and Tools ....................................................................... 21
5.1.5 Points to Keep in Mind when Conducting Live Online Classes ............................................................... 24
5.1.6 Topics of Interest and Prefered Learning Styles for Overseas Students ...................................................... 25
5.1.7 Needs for Online Learning Materials and Tools for Japanese Language Instructors ...................................... 25
5.2 NEW ONLINE JAPANESE LANGUAGE EDUCATION CONTENT THAT UNIVERSITIES SHOULD CREATE ............................. 26
5.3 POINTS TO KEEP IN MIND FOR THE DISSEMINATION OF ONLINE MATERIALS AND TOOLS ........................................ 28
5.4 IDEAS FOR PUBLICITY OVERSEAS ...................................................................................................... 29
5.4.1 Effective Publicity for Japanese Language Learning Materials .............................................................. 29
5.4.2 Information Dissemination as “All-Japan”..................................................................................... 29
5.5 POSSIBILITIES FOR COLLABORATION FOR PROMOTION OF STUDY ABROAD TO JAPAN ............................................ 29
REFERENCE 1: LIST OF MEMBERS OF THE NEEDS ASSESSMENT SURVEY STUDY COMMITTEEREFERENCE 2: SUMMARY OF INTERVIEW SURVEY RESULTS

34

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1. Background and Purpose of the Survey
1.1 Background of the Survey
The Council for the Creation of Future Education has declared that they will accept 400,000
international students by 2033 in their J-MIRAI initiative. Specific measures are creating opportunities
to study in Japan, promoting internationalization of education, and improving the retention rate ofinternational students and highly skilled international workers. In order to execute these measures, it
is urgent to take detailed actions by uniting everyone involved in Japan.
In particular, Japanese language education is an indispensable element in promoting study abroadin Japan and retaining international students. This survey was conducted not only to understand theneeds of Japanese language learners and educators which have changed with the development of
online education during the COVID-19 pandemic, but also to understand how Japanese language
education should progress from the viewpoint of promoting study abroad in Japan. We hope that thisreport will help institutions and universities involved in Japanese language education and study abroad
promotion to cooperate with accepting and retaining international students.
1.2 Purpose of the Survey
Tokyo University of Foreign Studies (TUFS) has been selected by the Ministry of Education,
Culture, Sports, Science and Technology (MEXT) for the Japan Forum for Internationalization of
Universities (JFIU) and is now working on the “Collaborative project between university overseas
bases and offices through the provision of online Japanese language education”. In this project, TUFS
will collaborate with several universities in Japan to apply the project achievements and share
information among them. TUFS has also been assigned to be in charge of a committee specializing inJapanese language education of the Japan Virtual Campus (JV-Campus), a core project of the JFIU,
and is currently creating and collecting information on online Japanese language education content.
In developing future online Japanese language education content, it is necessary to understand how
such content is being publicized and utilized in Japan and other countries, and what kind of content isin demand. From this necessity, TUFS, Osaka University, University of Tsukuba, Toyo University, theJapan Foundation (JF), and the Japan Student Services Organization (JASSO) established a “Needs
Assessment Survey Study Committee” to conduct a survey on online Japanese language education andlearning content targeting overseas students and instructors. Understanding the actual use of online
Japanese language education and learning content overseas will be a reference for considering how toconnect existing content created by various Japanese language education institutions and a reference
to what kind of content should be developed by each institution in the future.
The results of the survey will contribute to the development of overseas Japanese language
education businesses of institutions including JFIU participants, and will also be used by JV-Campus,
a core project of JFIU, to create content. If institutions across Japan can provide content in1

collaboration and better meet the needs of overseas applicants for Japanese language study andJapanese language education institutions, the number of students who wish to study in Japan and toeffectively utilize the content is expected to increase.
2. Survey Summary
This survey was conducted on the premise that especially students related to studying abroad atuniversities and graduate schools were the main focus among the diverse scenes of Japanese language
education. First, an online questionnaire using Google Forms was conducted from August 18th toSeptember 30th of 2023. Respondents included 90 instructors in charge of Japanese language
education at overseas institutions of higher education (“overseas Japanese language instructors”), 341
students affiliated with overseas institutions of higher education (“overseas students”), and 109
students studying at Japanese institutions of higher education (“international students”). Somequestions were common and others were different depending on the targeted group of people. Pleaserefer to Appendix 1 ("Survey Questions (Google Forms)") for specific questions.

The questionnaire and the interview survey were conducted at the same time. The targets were
(1) 13 domestic institutions and overseas offices of the Japan Foundation (JF) and the Japan
Student Services Organization (JASSO), (2) 7 overseas higher education institutions where Tokyo
University of Foreign Studies (TUFS) has Global Japan Offices and Desks as a base for Japanese
language education overseas, and (3) representatives from the TUFS Japanese Language Center
for International Students. Interviews were about the use of online learning materials and tools
for Japanese language education and learning, as well as requests from students who want to study
in Japan. Please refer to Appendix 2 for the main interview questions (“Interview Survey
Questionnaire”). Interviews were conducted in person or online from July to September 2023. A
questionnaire was sent to the target groups in advance, and one hour semi-structured interviews
were conducted. The results of the interviews from July were also used as materials for selecting
the survey questions.
The targeted institutions for the interview survey were selected from regions where theimportance of the regional strategies (prioritized countries) were mentioned in the “Summary ofStrategic Promotion of International Student Exchange,” 1 announced by the Ministry of
Education, Culture, Sports, Science and Technology (MEXT) in May 2023. Referring to theinformation on JF's website and the “Survey Report on Japanese-Language Education Abroad
2021” issued by JF, we coordinated with each institution, taking into consideration each1

“Summary of Strategic Promotion of International Student Exchange,” announced by the

Ministry of Education, Culture, Sports, Science and Technology (“MEXT”) in May, 2023.
https://www.mext.go.jp/a_menu/koutou/ryugaku/1405546_00005.htm
2

institution's business, the use and diffusion of online Japanese language education and learningmaterials in each country, and regional balances. The same criteria were used for the online survey.
As a result, the most common locations where the institutions of the respondents were located(or where the home universities of international students were located) were in Europe. For
overseas Japanese language instructors (A), the most responses were from Europe (35.6%),
followed by Southeast Asia (24.4%), Central and South America (13.3%), and East Asia (12.2%).
As for overseas students (B), the most responses were from Europe (33.4%), followed by Central
and South America and Africa, which were both more than 20%, and Southeast Asia (9.1%). We
were able to receive a wide range of responses from the prioritized countries which sendinternational students. For international students (C), the majority were from Europe (48.6%),
followed by Southeast Asia (15.6%) and East Asia (14.7%). There were no responses from
Oceania for either (A), (B) or (C).
Regarding the current Japanese language levels of overseas students (B) and international
students (C), the majority of overseas students (B) selected “elementary” and “pre-intermediate”
levels, while the highest percentage of international students (C) selected the “upper-intermediate”
level at 29.4%. Looking at the respondents’ Japanese language levels by region, many overseas
students (B) from Europe and Central/South America, where the number of respondents was large,
selected the “elementary” level. Southeast Asia also had students who selected the “elementary”
level, but there wasn’t much difference from the number of respondents who selected the “preintermediate” or “intermediate” levels. When only looking at the number of respondents, the“intermediate” level is mostly dominated by students from Europe and Southeast Asia. On theother hand, for international students (C), “intermediate” and “upper-intermediate” levels wereparticularly common among European students, the “elementary” level among African students,
and the “advanced" level among East Asian students.
Regarding the length of study abroad, overseas students (B) were asked to answer their desired
study abroad length. The most popular response for both overseas students (B) and international
students (C) was “up to 1 year.” For international students (C), about 30% of the respondents also
answered “up to 6 months.”
Looking at the respondents’ (desired) length of study abroad by region, for overseas students(B), 66.7% of North American students selected “up to 1 year” and 33.3% selected “up to 6
months,” indicating that many students wish to study abroad for a short period. Only students
from Southeast Asia accounted for more than half the responses with “more than 2 years.” On theother hand, a relatively large percentage of international students (C) in North America andSoutheast Asia selected “up to 6 months,” while 36.4% of students in Southeast Asia also selected“longer than 2 years.” For Europe and the Middle East, the most popular answer was “up to 1
year.”
3

Since the survey is only targeted to students who are currently enrolled in foreign universities,
it is inferred that not many students wish to go for a long-term study abroad such as becoming
undergraduate students.

海外の日本語教員（A）
Overseas Japanese Language
Instructors (A)

海外の学生（B）

留学生（C）

Overseas Students (B)International Students (C)[Chart 2-1： Location of survey respondents’ institutions]

海外の学生（B）
Overseas Students (B)

留学生（C）
International Students (C)[Chart 2-2：Japanese level of survey respondents (students)]

4

[Chart 2-3：Number of survey respondents by region, Overseas Students (B)][Chart 2-4：Number of survey respondents by region, International students (C)]5

海外の学生（B）
Overseas Students (B)

留学生（C）
International Students (C)[Chart 2-5：Length of study abroad (Desired length for overseas students)][Chart 2-6：Desired length of study abroad by region, Overseas Students (B)][Chart 2-7：Desired length of study abroad by region, International Students (C)]6

3. Needs and Challenges in Studying in Japan
3.1 Needs for Studying in Japan

When we asked the purpose of studying abroad in Japan (multiple answers allowed), the mostpopular answers for both overseas Japanese language instructors (A) and overseas students (B)were “developing Japanese language skills” which account for 70-80% of the answers. This wasfollowed by “to experience life abroad and cross-cultural exchange,” “interested in Japaneseculture, including history, literature, and art,” and “interested in Japanese culture such as anime,
manga, J-POP, fashion, etc.” which are in order by popularity and account for 60% of the answers.
For international students (C), “to experience life abroad and cross-cultural exchange,” was themost popular answer with 74.3% (81 students) and was slightly above “developing Japanese
language skills” which was 72.5% (79 students). Followed by “interested in Japanese culture,including history, literature, and art” and “interested in Japanese culture such as anime, manga, JPOP, fashion, etc.” which were also popular answers.
JF’s “Survey Report on Japanese-Language Education Abroad” has always conducted studies
on the purpose of Japanese language education. According to the results from the 2021 survey,
the popular answers follow as: “interest in the Japanese language itself” (60.1%), “interest inanime, manga, J-POP, fashion,” (50.9%), and “interest in history, literature, art,” (47.9%). In orderto understand the purpose of studying in Japan, we added new response categories such as“developing Japanese language skills,” “to experience life abroad and cross-cultural exchange,”“to conduct specialized study and research that can only be done in Japan,” and “to study andresearch in areas that are particularly advanced in Japan,” in addition to the cultural aspect. JF’s
survey also includes other categories such as “international understanding, international
friendship activities, and cross-cultural exchange,” which is similar to “to experience life abroadand cross-cultural exchange,” but fewer respondents (24%) chose this as their answer comparedto other options. On the other hand, having 60% of the respondents choosing “to experience life
abroad and cross-cultural exchange” shows that students who have specific purposes for study
abroad tend to differ from general learners in such a way that many of them find value in the study
abroad experience itself.
The percentage of those who selected “to ﬁnd a job in Japan in the future” was 60% (54instructors) for overseas Japanese language instructors (A), while that of overseas students (B)was 39.6% (135 students) and 33.9% (37 students) for international students (C).
Furthermore, the percentages of those who selected “to conduct specialized study and researchthat can only be done in Japan,” and “to study and research in areas that are particularly advanced
in Japan,” were in the lower 10~20% for both overseas Japanese language instructors (A) andstudents (B and C). Having a large number of respondents from Europe and a small number of
respondents from Asia, this resulted in having less respondents who selected “to conduct
7

specialized study and research that can only be done in Japan,” and “to study and research in areasthat are particularly advanced in Japan.”
According to interviews with coordinators of overseas higher education institutions where
TUFS Global Japan Offices and Global Japan Desks are based, no matter where the students are
from, students studying Japanese at universities are generally highly motivated to study in Japan.
Also, in accordance with the survey results, many of them want to study in Japan because theywant to improve their Japanese language skills, because of their interest in Japanese culture, andbecause they want to experience different cultures. Since many university students are studying
Japanese with a specific purpose in mind, interest in pursuing higher education in Japan and,especially in Asian countries, interest in pursuing a career in Japan can also be seen.
Furthermore, according to JASSO's interviews with pre-college students, the students’ majors
are diverse for those who want to become undergraduate students, regardless of their backgroundin humanities or sciences. Many wish to study abroad to acquire a high level of specialized
knowledge and hope to pursue a career in Japan in the future.

Developing Japanese language
skillsAdvantageous for employment in home country
skillsTo ﬁnd a job in Japan in the future
To experience life abroad and cross-cultural exchangeInterested in Japanese culture, including history, literature, and art.
Interested in Japanese culture such as anime, manga, J-POP, fashion, etc.
To conduct specialized study and research that can only be done in JapanTo study and research in areas that are particularly advanced in Japan
OthersOverseas Japanese Language Instructors (A) Overseas Students Who Desire to Study Abroad (B)International Students (C)[Chart 3-1：Purposes of study abroad (Multiple answers allowed)]
3.2 Information and Support Required by Prospective International Students

Overseas students were asked about information they want now, and international students wereasked about the things they wish they had known before coming to Japan. In addition, JASSO’s
domestic institutions were asked about questions which were frequently asked by students atoverseas study abroad fairs and domestic university information sessions.
8In general, overseas students are looking to improve their overall Japanese language skills.
Details of the content students want to learn are discussed below in Chapter 5, but in particular,
they are seeking information on efficient ways to learn kanji and vocabulary, educational materials,
and online courses. Other topics of interest include scholarship programs and expenses associatedwith studying abroad. There was also interest in career information, such as the employment
situation for foreigners, internship information, and JLPT levels required to find jobs in Japan.
Unique to foreign countries, some students desire to obtain access to books published in Japanand to make Japanese friends online in order to have opportunities to speak Japanese. Although it
is a minority opinion, some students seek information on terminologies and how to write papers
when studying and researching at the university. In addition, many prospective graduate students
want to know how to approach academic advisors.
Many of the international students’ opinions are based on their experiences in Japan.
References to kanji were particularly noticeable and some students commented, “I didn't realize
how necessary kanji is in daily life,” and “I should have studied more kanji before coming toJapan to study.” There are also many specific examples from their daily life. These include:
everyday conversational expressions used at convenience stores, restaurants, and hospitals, namesof vegetables and fish found in supermarkets, information on Japan’s climate (summer heat), how
to make payments at online stores, how long it takes to open a bank account, and Japanese
vocabulary that is used when looking for accommodation. In addition to these examples, somecommented that they wished they had learned about Japanese manners not covered in generallearning materials, that there are different types of Japanese depending on who you speak withand the situation, how to ask for support when in trouble, and that people in Japan may speak lessEnglish than you imagine. It is also worth mentioning that the students wanted mental support togain confidence, as they were very anxious in the early stages of their study abroad.
3.3 Challenges in Japanese Language Education in Japan and Abroad
3.3.1 Challenges Related to Students Who Seek to Study Abroad as Undergraduate Students

According to interviews with JASSO overseas offices and domestic preparatory education
institutions, concerns on the difficulties of the Examination for Japanese University Admission
for International Students (EJU) for university admission are very high.
Many overseas students have vague feelings of anxiety about learning Japanese quickly in orderto enter university, but have no idea how long it will take them to reach that level. Also, students,
especially from countries that do not use kanji are experiencing great difficulties in learning kanji
characters and in reading comprehension questions. Not only learning the Japanese language, butalso learning basic subjects is a hurdle. The scope of study that is covered in the secondary
education curriculum differs from country to country, and the gap between Japan and other9countries needs to be filled. It is extremely hard on the students to learn basic subjects in their
desired field in Japanese in addition to mastering the Japanese language within the preparatory
education period after arriving in Japan. It is quite difficult for students to prepare for the EJU
before coming to Japan since many of them have little knowledge of the EJU exam itself andthere are not enough EJU preparation materials and online content.
Many students also face difficulties in the actual application procedures. The Japanese languageof the application guidelines is difficult to understand, and the content differs from university touniversity, making it extremely time-consuming to instruct students on how to prepare for theapplication process.
Furthermore, regarding the preparation of research plans required for graduate school entrance
examinations, the fact that there are learning materials prepared by JASSO and that samples areavailable online are not yet well known to overseas students.
Regarding international students enrolled in preparatory courses, educators mentioned the need
not only for instruction in Japanese language and basic subjects, but also for psychological care,including lifestyle guidance.
In addition to the above, it is necessary as a premise to increase the number of undergraduate
international students, by providing information in a form that is easy for students to understandand access about the advantages of studying in Japan, what kind of study they can do at Japanese
universities, and how much Japanese they need to learn in order to study in Japan.
3.3.2 Challenges in Japanese Language Learning for Overseas University Students

Overseas Japanese language instructors were asked what difficulties they face when theirstudents learn Japanese. Many faculty members cited the lack of a suitable environment to apply
the knowledge learned in Japanese classes and the lack of opportunities to interact with Japanesepeople outside of school. Related to this, many answered that it is difficult to improve theirspeaking and listening comprehension skills. Many also commented that learning kanji charactersis very difficult. In terms of the learning environment, several instructors mentioned the lack oflearning materials and the fact that learning materials are expensive and difficult to obtain. All ofthese challenges are unique to foreign countries.
4. Online Learning Overseas
4.1 Current Status of Online Learning Overseas
4.1.1 Status of Online Classes at Overseas Institutions of Higher Education

When overseas Japanese language instructors (A) were asked whether or not they offer online
Japanese language classes, only two (2.2%) responded that they had not done so yet whichindicates that most of them have some experience in offering online classes at their institutions.
10

JF’s 2021 “Survey Report on Japanese-Language Education Abroad” reported that 63.1% of all
institutions have implemented online classes before, and by educational level, higher education
has the highest implementation rate at 78.7%. The survey results show that the implementation
rate is even higher this time. According to interviews with overseas higher education institutions
and JF overseas offices, the online learning style is now common and learners seem to havebecome less resistant to this learning style due to the rapid progress of online learning during the
COVID-19 pandemic.
Next, regarding the experience of overseas students (B) and international students (C) in taking
online Japanese language classes, the largest percentage of overseas students (B) was 36.6% (142students) which answered, they “have never implemented online classes”. For international
students (C), “live stream-type” and “blended type (a blend of live stream and face-to-faceclasses)” were both just under 40% of the total. Looking at the percentage of students who have
not yet taken online classes by region and by order of popularity, North America, Europe,
Central/South America, and Africa, have higher percentages than Asian students.
When looking at the breakdown of overseas students (B) who did not take online classes (142students in total), there were: 14 from Africa, 65 from Europe, 2 from the Middle East, 36 fromCentral and South America, 2 from East Asia, 20 from Southeast Asia, 3 from Southwest Asia,and 2 from North America. It is believed that this may largely depend on the Internet environmentof each country/region or each university, as well as on the policies of the universities.

[Chart 4-1：Japanese language online class, Overseas Japanese Language Instructors (A) (Multiple answers allowed)]11海外の学生（B）
Overseas Students (B)

留学生（C）
留学生（C）
International Students (C)[Chart 4-2: Students’ experience of taking Japanese online classes, Students (Multiple answers allowed)][Chart 4-3：Percentage of students who have not taken online Japanese language classes by region, Students]

4.1.2 Usage of Online Learning Materials and Tools in Foreign Higher Education Institutions

When overseas Japanese language instructors were asked about online learning materials andtools that they use in classes, “learning support websites” and “video sites such as YouTube
channels” were the most common, which were both at 58 respondents (64.4%). Many instructors
also use other learning materials and tools. It is evident that a variety of online learning materials
and tools are being used in Japanese language classes at overseas institutions of higher education.
According to the interviews, higher education institutions often use reliable learning materials
such as NHK for school and JF’s materials. They also introduce game-like apps such as Quizlet
12and Kahoot! for review and practice, or create their own podcasts.
The most common purpose of using Japanese online learning materials and tools was “use as asupplement to face-to-face classes” which had 68 respondents (75.6%), followed by “provide to
students for their own self-study” at 60 respondents (66.7%), and “assign to students as
preparation for classes” at 44 respondents (48.9%).
According to interviews with overseas institutions of higher education, there are cases wherestudents are required to use online learning materials and tools not only in classes, but also in“flipped classrooms” or at home as a way to prepare for and to review lessons. It can be confirmedthat teachers are using online materials and tools for a variety of purposes in Japanese language
education overseas.

[Chart 4-4：Online learning materials and tools used in classes,
Overseas Japanese Language Instructors (A) (Multiple answers allowed)][Chart 4-5：Purpose of using online learning materials and tools,
13Overseas Japanese Language Instructors (A) (Multiple answers allowed)]
4.1.3 Students’ Experience with Online Materials and Tools

Students were asked about their experiences in using online learning materials and tools, suchas online content and apps for studying Japanese on their own. Those who “have used free content”
accounted for 75.6% (303 students) of overseas students (B) and 70.5% (91 students) ofinternational students (C), both exceeding 70%. The number of students who used paid content is
not very high, which was around 20% for both overseas students (B) and international students(C).
In addition, although educational institutions have not been able to confirm this, many learners
appear to be using apps to conduct their own independent self-study. In particular, many use
websites or apps for dictionaries, and the free learning app “Duolingo” was mentioned regardlessof country or region. Many students also use YouTube videos for grammar study and otherpurposes. In some regions, videos created not only by Japanese people but also by local
YouTubers are influential. According to overseas instructors, the number of people who prefer tounderstand the content by watching videos rather than reading texts is increasing, especiallyamong the younger generation, regardless of country or region.

海外の学生（B）
Overseas Students (B)

留学生（C）
International Student (C)[Chart 4-6：Students’ experiences with online materials and tools,
Students (Multiple Answers allowed)]
4.1.4 Students’ Experiences of Taking Online Classes (outside of university classes)

When students were asked if they have ever taken online Japanese language classes outside ofuniversity classes (live lessons, online courses with teacher support, etc.), 55.7% (206 students)of overseas students (B) and 71.9% (82 students) of international students (C) answered that they
“have never taken an online Japanese language class outside of school”. The percentage ofstudents who had taken online courses were slightly higher for overseas students (B), at 22.2%(82 students) for both paid and free courses.
14

As noted above, the use of online materials and tools is active both in Japan and abroad, buteven if it were free of charge, taking online classes outside of university classes is not yet acommon thing to do.
Students who have taken online classes were also asked to answer in the open-ended question
about what type of classes they had taken. The type of classes that the students attended was about
the same number for both group and individual lessons. Some students took JF’s “Marugoto
Japanese Online Course” and courses offered by Japanese universities and language schools inJapan and abroad. The content of study is diverse, ranging from writing, conversation, grammar,
culture, and preparation for the JLPT.

海外の学生（B）
Overseas Students (B)

留学生（C）
International Students (C)[Chart 4-7：Experiences in taking online classes (external classes)
Students (Multiple Answers allowed)]
4.2 The Future of Online Classes Overseas
4.2.1 Policies of Foreign Higher Education Institutions on Online Classes

As the COVID-19 pandemic has settled down, we asked overseas Japanese language
instructors about their plans and policies regarding online classes in the future, and 73.3% (66respondents) answered that they “will adopt online classes as needed”. As the respondents’experiences with online classes has increased, it is evident that they are willing to incorporate thepositive aspects of online classes. The 11.1% (10 respondents) who selected “Other” included“will avoid online classes as much as possible due to university policy,” and “will not conduct
online classes because the university does not have an Internet environment.” These two points
are also thought to be one of the reasons for the 15.6% (14 respondents) who answered that they
“will not conduct online classes (all classes will be face-to-face classes).”Interviews with foreign institutions of higher education indicate that most countries and regions
are returning to face-to-face classes. Nevertheless, not all regions have completely returned backto pre-COVID education methods, such as face-to-face instruction, but partially incorporatingsome online classes and continuing to use the Learning Management System (LMS). According15

to interviews with JF overseas offices, the implementation of online classes has had several
advantages, including the expansion of Japanese language learning opportunities for distantlearners and working adults, as well as the ability to involve participants from Japan in online
events. Many countries and regions have a policy of adopting online class formats as long as there
are no problems in securing an Internet environment or human resources to manage both face-toface and online classes.

[Chart 4-8：Future plans and desires for online Japanese language classes,
Overseas Japanese Language Instructors (A)]
4.2.2 Students' Preferred Style of Japanese Language Classes

Students were asked what style of Japanese language classes would be most effective for them.
Both overseas students (B) and international students (C) responded with “mainly face-to-faceclasses with some online classes” which was the most popular answer and accounted for almost
50% for both students. The second most popular answer was those who responded “face-to-faceclasses only” at just under 40% each. Those who chose “other” commented that “it depends on
the student,” “it depends on the teacher's and student’s intentions,” “either is fine,” “both are
effective,” “half of each is better”, and that “the learner should choose which is better.”In addition, the respondents were also asked to provide an open-ended response as to why theychose that option. First, there were no significant differences or characteristics between the
responses of the overseas students (B) and the international students (C). Most of the students
who responded, “mainly face-to-face classes with some online classes,” basically insist that
language classes should be face-to-face classes because interaction with teachers and classmatesin the classroom is important. On the other hand, there are many references to the advantages of
online classes: allows you to save commuting time and effort, allows you to learn well online if
there is a lot of in-class interaction, allows you to learn more efficiently if a variety of learning
methods are offered, allows you to learn grammar and listening at your own pace (on-demand),16

allows you to learn with students in other countries, allows you to choose topics of your interest,
the flipped classroom method is more efficient, etc. It was found that some students are actively
trying to use online (on-demand) classes as a supplementary role, such as reviewing at home
online (on-demand) in addition to face-to-face classes at the university, or taking outside online
classes to achieve an even higher level.
Furthermore, students who responded with “mainly online classes with some face-to-faceclasses,” said that studying alone is better suited for them, it is a great way to learn from talented
experts in remote locations, and that online classes allow them to learn in the process of doing
instant research on the Internet and using AI to put their thoughts together correctly.
Like faculty members, an increasing number of students have realized the benefits andeffectiveness of online (including on-demand) classes during the COVID-19 pandemic, and it canbe assumed that not only face-to-face classes but also various learning methods and formats are
becoming more accepted. Thus, it is expected that online classes, online learning materials andtools will become even more widespread in the future.

海外の学生（B）
Overseas Students (B)

留学生（C）
International Students (C)[Chart 4-9：Effective learning style for learning Japanese, Students]
5. Suggestions for the Future
5.1 Considerations and Reference Information for Developing Online Learning Materials andTools
5.1.1 Japanese Language Levels in Need of Online Learning Materials and Tools

When overseas Japanese language instructors were asked which Japanese language levels theywould need if they were to provide Japanese language online learning materials and tools, nearly
80% of the respondents answered the “elementary,” “pre-intermediate,” and “intermediate” levels
respectively, while the need for the “upper-intermediate" level and above was not so high.
Next, the breakdown of levels by region shows that although the respondents are located indifferent areas, it can be said that there is a high demand for “elementary” to “intermediate” levels
in Europe and “intermediate” to “upper-intermediate” levels in Southeast Asia.
17

[Chart 5-1：Japanese language level of need for online learning materials and tools,
Overseas Japanese Language Instructors (A) (Multiple answers allowed)][Chart 5-2：Japanese language level of need for online learning materials and tools by region,
Overseas Japanese Language Instructors (A) (Multiple answers allowed)]
5.1.2 Skills and Knowledge that Overseas Students Want to Acquire

For overseas students, we asked them about skills they would like to acquire, and for reference,
international students were asked to respond in free form about classes they were happy to takein Japan and found useful (not limited to online classes).
While both overseas and international students have a wide variety of opinions, a relatively
large number of students in both groups mentioned “kanji.” As for overseas students, there seems
to be a high demand for information that is difficult to obtain from paper-based materials (mainly
18comprehensive textbooks) and items that are difficult to master. For example, homonyms,
polysemy, word usage, spoken language, young people's language/slang, academic writing, etc.
On the other hand, most of the international students’ responses were “all the classes I havetaken have been useful” and “face-to-face classes.” In terms of content, many of the responses
were comprehensive Japanese that integrates reading, writing, grammar, vocabulary, listening,and speaking skills, as well as discussion and conversation. On the other hand, there were also
references to specific fields of study. For example, they are deeply related to university life: suchas academic writing (reports and emails to teachers), presentations, and project work or careerrelated: such as honorifics and Japanese used in business or specialized fields: such as art history,
ancient literature, and translation. Also, activities such as tandem learning, collaborative projects
with Japanese students, and cultural experiences that can only be done while staying in Japan andactivities that directly interact with Japanese people are also meaningful. Other responses
mentioned classes focusing on practical everyday language skills, such as introducing oneself,
shopping, asking for directions, etc., and classes explaining implicit Japanese social rules andcontexts were also meaningful.
It will be important to determine what can be done online and what can only be done online,
and to create online learning materials and tools that fully communicate these concepts to learners.
5.1.3 Online Learning Content in Needs

When asked what kind of learning content they would like to see in online educational materials
and tools, all respondents seemed to have slightly less interest in “writing” compared to otheritems, but otherwise there was not much difference. The top two responses for overseas Japanese
language instructors (A) were “listening” (68 instructors, 75.6%) and “speaking” (66 instructors,
73.3%) for overseas students (B), "vocabulary” (259 students, 76%) and “listening” (257 students,
75.4%) for international students (C), “vocabulary" (76 students, 69.7%) and “listening” (74students, 67.9%). It was found that there were slight differences in needs between Japanese
language instructors and students.
When asked specifically what kind of content they would like to see, the responses varied
widely and were very specific, but both overseas Japanese language instructors and students maderelatively frequent references to kanji learning materials and tools.
Overseas Japanese language teachers often request content that introduces Japanese culture andcurrent Japan. Other examples include videos of natural Japanese conversation, grammar
explanations (with plenty of usage and example sentences), pronunciation materials, vocabularymaterials (with plenty of collocations), reading materials (elementary, intermediate and above),dictation materials, materials with a specific purpose including how to write papers, materials thatallow students to practice conversation on their own, and more. There is also a unique idea: a kind19

of catalog of various realia or props to show to students. Some commented that it would be useful
to have online materials and tools for quizzes, tests, and practice exams, and that it would be goodto have supplementary materials that could be used in the classroom along with the paper-basedmaterials.
Examples that focus on functionality include those that allow students to track their own
mistakes and learning progress in real time, educational materials with social media functions,and those with portfolio functions, etc. Some say they prefer learning materials that can befinished in a short time. Another opinion should be noted that a guide for online learning is needed
because the world is already full of online materials and tools.
On the other hand, students are more likely to focus on the format of educational materials andtools, which are mainly videos (YouTube) and apps, with also audio and podcasts being the mostprominent responses. There are quite a few requests for text media (e-books, reading materials)
as well as audiovisual media. In addition, students from abroad are more interested in diverse
content than international students staying in Japan. There is especially a high demand in grammar
and listening materials, but many other categories are also mentioned, including vocabulary,
conversation, reading comprehension, written expressions, honorifics, pronunciation (which
provides feedback), and JLPT preparation, etc. Many people named the online learning materials
and tools that they actually use, which were often NHK and JF materials. Some seek quizzes,
practice tests, and flashcards that allow them to check their own abilities/levels and aids forlearning, as well as tools that allow them to create their own flashcards and tests. Others focus on
the functional aspect, asking for interactive features such as role-playing and chatting, as well as
fun learning experiences like games. International students also do not differ significantly fromthe opinions of overseas students. However, references to content related to real life were foundmore than overseas students, as they are currently living in Japan. This includes practicalconversations commonly used in daily life and learning materials that show the subtle differencesin nuances of sentences.

20

0 海外の日本語教員 (A)Overseas Japanese Language Instructor (A)

50

100

 海外の学生 (B)Overseas Students (B)

150

200

250

300

 留学生 (C)International Students (C)[Chart 5-3：Online learning content by skill that you wish you have (Multiple answers
allowed)]5.1.4 Requirements for Online Learning Materials and Tools

This section presents the results of the survey in which overseas Japanese language instructors,
overseas students and international students were asked about the length of on-demand video
materials and the conditions for using online materials and tools.
When viewing on-demand educational materials (videos), the respondents were asked how
long they would like to watch each one. In addition, overseas Japanese language instructors wereasked about the desirable length for the video materials on the assumption that they would use thevideos in their classes. Both overseas students (B) and international students (C) were most likely
to answer “up to 10 minutes,” with 44.9% of overseas students (B) and 57.8% of international
students (C). The second most common response was the same for both overseas students (B) andinternational students (C) again and it was “up to 30 minutes.” However, perhaps due to thecondition of being used in class, the most common response from overseas Japanese language
instructors (A) was “up to 10 minutes,”(44.4%), similar to students, but the second most common
response was “up to 5 minutes,” which also accounted for 34.4% of the responses. Students who
selected “others” had comments like: “It depends on the content,” “A break in the middle would
be nice,” and from overseas Japanese language instructors: “One to two minutes is good for use
in listening comprehension practice.”
As mentioned in the student’s comment, it can be generally said to keep each video under 1021minutes, although this depends largely on the content of the video.
Next, regarding the cost requirements for using online educational materials and tools, thelargest number for all overseas Japanese language instructors (A), overseas students (B), andinternational students (C) responded that they “will not pay for online learning materials and tools,”
with Japanese language instructors (A) accounting for more than half of the responses. Bothoverseas students (B), and international students (C) accounted for about 40% of this response.
However, there were the same number of students who selected “outright purchase (download).”if the number of students who selected “outright purchase (download)” and “flat rate” werecombined, the number of respondents will be more than half of the students, which would accountfor more students than those who selected “will not pay for online learning materials and tools.”
Thus, it can be seen that although the hurdle for paid content is high now that free online
educational materials and tools can be easily accessed and downloaded, some people, especially
students, are willing to use even paid content. When comparing the paid content, all groups prefer
the “outright purchase (download)” rather than the “flat rate.”
The opinion of “others” is worth noting. Comments from overseas Japanese language
instructors (A) include: “It takes time, but it is better to create your own learning materials,” “Itdepends on the content,” “It would be good if you can try it out for free,” and “I don't have thebudget for paid online learning materials and tools.” Comments from overseas students (B)include: “I will buy it if I try it for free and think it is worth the money,” “If I pay for it, I hopethe materials can be used offline as well,” “I prefer videos from famous and easily accessible
video sites such as YouTube channels,” and “Unless the content is affordable, great and necessary
for me, I will not use paid content.” Lastly, the comments from international students (C) werefew, but it included: “I prefer a subscription that I can cancel at any time.” and “I might buy it if
there is no other free content available on a particular topic (there is free content on almost every
topic),” etc.
If online materials and tools are to be charged for, not only should they be well communicatedthat the content is worth the money, but offering a free trial system or a partially free content
should also be considered.
Next, only overseas Japanese language instructors (A) were asked about the conditions of using
online tools apart from the cost. More people supported “yes” than “no” for “quizzes, assignments,and final exams.” With regard to an Open Badge, which has been gaining attention in online
learning in recent years, 25 respondents (27.8%) said that “An Open Badge is issued”. By region,
1/3 were from Africa, 8/32 from Europe, 1/3 from the Middle East, 4/12 from Central and SouthAmerica, 4/11 from East Asia, 5/22 from Southeast Asia, and 2/6 from North America, whichshowed no regional characteristics.

22

We would like to introduce some of the “other” opinions. Comments include: “I can freely
create tests with a specific scope,” “It is free to use and reliable,” “I get feedback on my notes
and results,” and “I use it as supplement to my classes, so there are no specific requirements.”
The above results and comments are primarily helpful when offered as course materials rather
than as a single material.

海外の日本語教員（A）
Overseas Japanese Language Instructors (A)

海外の学生（B）Overseas Students (B)

留学生（C）
International Students (C)[Chart 5-4：Desired length of on-demand materials (videos), Students]

海外の日本語教員（A）
Overseas Japanese Language Instructors (A)

海外の学生（B）Overseas Students (B)

留学生（C）
International Students (C)[Chart 5-5：Conditions for using on-demand educational materials and tools (in terms of cost)(Multiple answers allowed)]

23

[Chart 5-6：Conditions for using on-demand learning materials and tools (e.g., quizzes),
Overseas Japanese Language Instructors (A) (Multiple answers allowed)]
5.1.5 Points to Keep in Mind when Conducting Live Online Classes

In “4.1.1 Status of online classes at overseas institutions of higher education,” showed that mosthigher education institutions have experience in conducting live online classes. One regionaloverseas office said that by converting to online classes, they were able to find intermediate-level
learners nationwide which were not originally large in number, but then got them to participate.
However, in “ 4.2.2 Students preferred style of Japanese language classes,” many students
mentioned two main disadvantages of live online classes: distraction and difficulty inconcentrating, and the tendency to lose interaction with classmates and instructors. Related to this,Japanese language instructors at overseas higher education institutions and overseas offices havepointed out the following issues: “It is difficult to check whether students are participating andwhether they are actively participating,” “It is difficult to pay attention to the entire class,” “It isdifficult to see interaction among students and the there isn't much connection between them,”and “It is difficult to conduct tests online.” In addition to technical issues such as the Internet
environment, we would like to introduce some innovations received mainly from overseas offices
to address these unique challenges of online classes.
First, regarding the point that students have difficulty in concentrating on live classes, there areexamples of “actively incorporating games that take advantage of the characteristic of being
online into the classes” and “setting the class time shorter in the beginning and graduallyextending the time as student's get used to it. ” There are also ways to mix up the classes and try
not to complete everything in a live class, for example, by sharing online resources prior to class.
This idea is to save grammar explanations and avoid spending class time on questions that can beunderstood if a student looks at them themselves. It would be important to present a variety of24resources in advance so that learners can make their own choices and view information online
outside of class. Many institutions have devised ways to have students prepare in advance byhanding out supplementary materials for grammar, vocabulary, and other areas that they can study
on their own, and to focus on output during class.
With regard to creating a classroom atmosphere and promoting interaction among learners, one
example is to place virtual study spaces to provide opportunities to talk outside the classroom. In
addition, it is also important for class management to use online tools (e.g., Google Classroom
and Facebook Groups, etc.), and for teachers to frequently contact and respond to individual
students. In some cases, each class has its own bulletin board tool (e.g., Padlet), and homeworkassignments and various other communications are done using the tool. Since it is difficult tomake connections among learners, it would be good to create a “go to” place for everyone, so thatthey can make connections, and also solve questions when necessary.
The above innovations will be useful for live online classes, and also for some universities with
on-demand courses.
5.1.6 Topics of Interest and Preferred Learning Styles for Overseas Students

According to interviews with overseas institutions of higher education, overseas offices, andthe Japanese Language Center for International Students (JLC) at TUFS, there are many people
across countries and regions who are interested in Japan and the Japanese language through animeand manga, but there is a wide variety of topics of interest among students who have begun
studying Japanese, with nothing in common. Those who are considering working in Japan areinterested in the Japanese economy and business etiquette, while students in the literature
department at universities in their home countries are also interested in Japanese literature. It has
been pointed out that the current generation of university students tends to find what they like andpursue it on their own, and that trends are no longer relevant.
However, overseas students tend to be more interested in current Japan, such as the lifestyle ofcurrent Japanese university students of the same generation, and information on current Japan thatcannot be found in paper-based textbooks. Learning styles are also diversifying. Many students
customize their own learning style by successfully incorporating online materials and tools. In
addition, as noted above, having many requests for video materials shows that learning Japanesethrough video materials is quite common now. Nevertheless, numerous students also feel strongly
about the importance of interactions in face-to-face classes, and many students seem to prefercollaborative learning that they cannot do alone.
5.1.7 Needs for Online Learning Materials and Tools for Japanese Language Instructors

Overseas Japanese language instructors were asked if they would like to use Japanese language25

online learning materials and tools, if available, to improve their teaching. Including those who
already use them, 93.3% responded that they would like to use them, indicating that the need forcontent for teachers is very high.
When asked specifically what kind of educational materials and tools they would like to have,
we received a wide variety of responses. The common requests among many of them was a desire
to obtain up-to-date information. For example, new teaching methods and progressive classpractices, introduction of featured academic articles, setting up opportunities to learn, andexchange opinions on policies and current challenges related to Japanese language education in
Japan. Also, information and know-how on how to run classes is also needed. For example, ideas
for oral examinations, demonstration videos, introductions on how to use resource collections,etc. Some have asked for guidance on how to use online materials and tools. Introducing concrete
examples of classes using online learning materials and tools, how to create easy-to-understandand attractive online learning materials (videos), and how to utilize ChatGPT by using AI-related
learning materials and tools. Other requests include a collection of frequently asked questions
from students, a database of questions to create a comparative tool and test for upper-intermediate
sentence structure expressions, and conversational examples of unexpected situations. Some nonnative Japanese-speaking instructors have expressed a desire for opportunities to speak withJapanese instructors.
5.2 New Online Japanese Language Education Content that Universities Should Create

Japanese language educators in Japan and overseas unanimously state that the number of online
resources has increased dramatically due to the COVID-19 pandemic, and that the number oflearners who study Japanese on their own has increased. According to the Japanese Language
Center for International Students(JLC) at TUFS, more students are learning basic skills such as
characters before coming to Japan, and fewer students are starting to learn Japanese without
having any learning experiences. With many high-quality online learning materials and tools
provided by organizations such as JF already available, we will consider the type of content that
universities should create and the sufficient target level of students.
First of all, it is desirable to create content for intermediate or higher Japanese language levels.
In “5.1.1 Japanese Language Levels in Need of Online Learning Materials and Tools,” we notedthat the needs for the intermediate level and above are not so high according to the results of thequestionnaire survey. However, since there is already a full range of online learning materials andtools for introductory to elementary levels, the need for universities to create new content in thesame level range does not appear to be high. It would be more efficient to instruct students whowish to improve their overall Japanese language skills to utilize existing learning materials
provided by organizations such as JF.
26

According to the results of interviews with overseas higher education institutions and JF
overseas offices and domestic institutions, there seems to be demand for materials that areintermediate level or above and that delve deeply into specific areas, such as academics andbusiness. Since university students who have reached the intermediate level of Japanese andabove are often studying with a specific purpose, it would be good to have content that leads toacademic learning, such as presentations or report writing. These are also the class contents thatinternational students found useful as described in “5.1.2 Skills and Knowledge that Overseas
Students Want to Acquire.” At the same time, the content should include information that overseas
students are looking for, which is difficult to obtain from paper-based general textbooks.
Some students also commented that advanced level Japanese cannot be taught in classes atmany overseas universities (learners need to study it on their own), but there is not a wide varietyof learning materials available. Some overseas offices mentioned that at the advanced level,
courses for the general public do not have the content at the level they want to learn, or there are
not many regular courses in the first place, making such content only available with private tutors.
Thus, there may be some need, for example, for comprehensive courses at the advanced level andabove. There are also opinions that demands can be anticipated for self-study type material thatare not courses, providing a number of challenge questions, in which a certain number ofquestions are posted on a regular basis.
In addition, according to overseas Japanese language instructors who teach in literature
departments of overseas universities, students who began studying Japanese in university due tothe influence of anime and manga tend to shift their interest toward literature and Japanese studies
in around their third year, while there is not much content in literature, linguistics, and culture,
either online or in print media. Therefore, there is room for consideration for universities to takeon the responsibility of producing learning materials that allow students to learn about these topics
in simple Japanese.
When we think about what kind of educational materials only universities can produce,
materials such as the following would be ideal: videos that provide specialized lectures without
using difficult Japanese, materials that are closely related to university life, and materials thatincorporate the voices of current university and international students.
Video contents that provide specialized lectures in simple Japanese could also play a role inpreparation for the EJU, an issue discussed in Chapter 3. As for content closely related touniversity life, requests for such content have been heard from overseas offices, overseas higher
education institutions, and the Japanese Language Center for International Students (JLC) at
TUFS. For example, learning materials dealing with vocabulary unique to universities (such aswords used in course registration, required/elective courses, etc.) are considered to be helpful.
Furthermore, although they may not be considered Japanese language learning materials, videos
27

that show a day in the life of a Japanese university student and the four-year flow of university
life, as well as videos of messages from current students, could be very effective tools forpromoting study abroad. In order to make the content more student-oriented, it would be a goodidea to collect ideas from current Japanese students and ask them to be involved in the creationof the content. In section 5.1.3, “Online Learning Content in Needs,” we introduced the opinion
that overseas Japanese language instructors are looking for content on the latest Japanese culture
and circumstances. It might be a good idea to ask current Japanese students or international
students studying in Japan to help create such of content.
In addition to the above, providing an online community where current Japanese university
students and overseas university students can interact regularly and use the Japanese that they
have learned would also be something that only universities would be able to do. As mentioned
in Chapter 3, this could also contribute to solving the problem of the lack of opportunities to use
the Japanese language that students studying Japanese abroad face.
5.3 Points to Keep in Mind for the Dissemination of Online Materials and Tools

Based on advice from JF’s domestic institutions that have developed a number of effective
online contents, the following points should be noted when universities develop and disseminate
online learning materials and tools.
First, online trends and technology are changing rapidly and require constant updates andresponses. In addition to adopting new trends, post-development operation and maintenancesystems such as those for handling problems or modifications, must be fully envisioned in orderto fully utilize the materials and tools that have been developed. When developing on-demandmaterials and tools, it is important to set up a support desk to respond to inquiries about problems
and to secure human resources.
It is important to devise the content and specifications. Setting up real-time updates of culturally
relevant and systematic learning materials is recommended as they quickly become out of date.
Courses with teacher support and multilingual support will have a significant impact on the spreadof such programs too. In addition, it may be better to have downloadable learning materials sincesome regions may not have a stable Internet. Depending on the Internet environment and theprevalence of digital devices in the target country and region, the format of the online material(browser or app) should also be fully considered from the development stage. In order to ensure
continued use, it is important that access to the website be stress-free and easy to use. In addition,
if the app is to be used in educational settings such as overseas institutions of higher education, it
would also be effective to provide a full range of downloadable supplementary materials such as
word lists and quizzes. Finally, it goes without saying that the appearance and design of learningmaterials and tools is important.
28

5.4 Ideas for Publicity Overseas
5.4.1 Effective Publicity for Japanese Language Learning Materials

To effectively promote the developed learning materials/tools from a teacher's perspective, itwould be good to present variations of how they can be used in the classroom. If the materials arealso intended to be used by overseas Japanese language instructors, it is important to clearly
indicate the rights to the materials and introduce supplementary materials if available. From thelearner's perspective, it is essential to first make an appeal to the audience of the material in orderto get them interested and to make access. From the viewpoint of PR, active social media
promotion and advertising are essential since online learners use the Internet on a daily basis.
Information on study abroad must be provided in the local language, and the same applies toJapanese language education. Social media influence is said to be particularly powerful in Asia,and since the major social media platforms vary by region, it is important to identify which media
has the greatest influence in the targeted region.
Yet, PR through social media alone is not enough. In regions such as Europe, many students
go looking for information they want without being influenced by trends, and some say that wordof mouth is more effective than advertisements. In such regions, word of mouth among students
and seniors, information distribution through teachers' associations and mailing lists, andpublicity at face-to-face events are also effective. It will be necessary to conduct a wide varietyof publicity activities.
5.4.2 Information Dissemination as “All-Japan”

One of the most common comments from our interviews overseas was that there are so many
existing online Japanese language learning materials that it has become difficult to distinguish thecharacteristics of each material. This suggests the importance of organizing all Japanese-language
learning materials and disseminating them to the world after organizing the characteristics of eachmaterial in a way that is easy for users to understand. There are several websites that compile
Japanese-language learning materials, and it will be necessary to coordinate them through a
combined effort of several institutions within Japan.
5.5 Possibilities for Collaboration for Promotion of Study Abroad to Japan

In regards to requests for information and support to promote study abroad, surveys andinterviews found that the number of requests for financial support was by far the most common,
according to overseas Japanese language instructors, coordinators of overseas higher education
institutions where our Global Japan Offices and Global Japan Desks are located, and JASSO’s
domestic institutions. Specifically, these include the expansion of scholarship programs and29

tuition fee exemptions, introduction of part-time jobs, and enhancement of student dormitories.
In addition to the above, interviews with Japanese language instructors at JF’s overseas offices
and JASSO’s domestic institutions found that “support for technical terms in the field of study”
is also requested in terms of education. For example, there were requests such as the following:“It would be good if there is a preparatory process like a pre-university class before studying
abroad or before the start of a semester,” “It would be helpful to know how to read a Japanese
university syllabus,” and “For graduate school applicants, information on how to write a researchplan and other basic information for the entrance examination for graduate school would be
helpful”.
In some areas where JASSO’s overseas offices are not located, the existence of study abroadfairs and JASSO’s “Study in Japan” website is not well known. This situation is making it difficult
for some students to access basic information about studying in Japan.
In addition, the universities and institutions interviewed for this report offered a wide varietyof opinions and ideas regarding not only Japanese language education but also the promotion of
study in Japan in general. These include initiatives that can be realized through collaboration
among multiple universities, cooperation between universities and other institutions, or throughthe initiative of related organizations and ministries, in addition to those that can be implemented
by individual universities. The following is a summary of specific measures in theSecond Proposal of the Japan Council for the Creation of the Future of Education (J-MIRAI
initiative).
(1) Creating Opportunities for Study Abroad in Japan⁃

Enhance the lineup of courses related to Japanese studies (Japanese literature, history ofthought, general history, etc.) that students can participate in during their stay in Japan even
if their Japanese language level is not high.

⁃Establish short-term summer courses that students can take prior to full-fledged study
abroad.

⁃Enhance systems that allow international students to participate in classes and student lifein the same way as regular Japanese students, rather than gathering only international
students together to study at international student centers, etc.

(2) Public Relations and Information Dissemination Online⁃

In addition to job hunting schedules and general employment methods, show the possibilitiesof studying abroad in Japan in a broader perspective (for example, senior international
students who are already working in Japan could share their experiences as role models in
the form of videos in their native language. This will make it easier for new students to30

visualize their future and increase their motivation to study abroad).
⁃

Disseminate university information in multiple languages, mainly English (disseminate thesame amount of information in different languages as the amount in Japanese).

⁃

Explain how to study abroad in Japan and what preparations you should make in an easy-tounderstand manner.

⁃

Create, provide, and publish information and tools that inform students on which university
or department in Japan provides the content they want to study.

⁃

Provide information on how people with various religious restrictions could live their lives(multilingual/video format preferred).

⁃

Provide information for students studying abroad in rural areas - not for sightseeing, but fordaily life (information about daily life is important not only for students but also forreassuring their parents who are sending them abroad to study).

Interviews with overseas Japanese language education institutions conducted in this survey
revealed that in some regions, information on study abroad (including fairs) is not sufficiently
reaching potential students. Further cooperation with Japanese language education institutions
around the world could provide a foothold in disseminating information regarding studying inJapan.
(3) Public Relations and Information Dissemination On-Site⁃

Hold exchange meetings between students currently studying in Japan and those who aregoing to in the future, or hold online class experiences hosted by universities, information
sessions, advice sessions, and exchange meetings to convey the benefits of studying in Japan(If Japanese university students act as tutors and support students in online social events orin their studies, students overseas can feel more familiar with that university.)⁃

Hold events such as talks at local universities by Japanese international students.

(4) Increasing Flexibility in Requirements and Procedures at Admission Level⁃

Regarding actual procedures, standardize the formats of submitted documents and various
certificates among universities.

⁃

Reconsider the conditions of Japanese language proficiency since the N2 level is too high astandard for admission.

*It is suggested that knowing that academic affairs and administrative staff are available in
English (multilingual) and are open to inquiries before studying abroad gives international
students peace of mind.

31

(5) Other Support During Study Abroad & Collaboration Between Universities⁃

Enhance daily life support, especially in the early stages of studying abroad, so that exchange
students do not feel anxious about life in Japan.

⁃

Build a support system that involves not only the university organization but also affiliatedstudents.

⁃

Expand the “buddy system” in which Japanese students support exchange students’ daily
lives and enhance general mental support.

⁃

Enhance opportunities for international students to actively interact with Japanese students
by setting up programs or allowing international students to take language classes withJapanese students as Teaching Assistants.

⁃

Increase career related information, career guidance and counseling programs, and postgraduation follow-ups.

⁃

Collaborate with Japanese language instructors at overseas universities, and share
information on curriculums at Japanese universities and international student support.

⁃

Share detailed course information in advance for exchange students to determine whether
credits will be recognized at their home university.
In the Second Proposal of the Japan Council for the Creation of the Future of Education (J-MIRAI initiative), the following is proposed as a method for how to invest in people for a postCOVID global society: Japanese society as a whole, which includes education, employment,
immigration control, national and local governments, institutions of higher education, andindustry, must share the idea of globally capable human resources and cooperate to achieve thesame goal, and take more effective measures by linking a wide range of related measures
implemented by the national government and various other organizations in coordination. The
policy also states that in order to create opportunities to study in Japan, it is necessary to strengthen
local methods to recruit students at an early stage, strategically publicize and disseminate
information about Japanese universities, and promote Japanese language education in an
integrated manner. It is important to have in-depth cooperation and collaboration not only with
universities as the sites for receiving international students, but also with related ministries andagencies, JF, JASSO, and their local offices. We hope that this survey will serve as an opportunity
for further efforts in the area of Japanese language education and learning.
Finally, the survey results are based on the premise that, although the survey covered priority
areas, it did not cover all countries and regions due to the timing of the survey. Thus, we hope that
this survey will serve as an opportunity to identify needs in specific countries and regions, and toraise the question of how to further identify specific needs.

32Reference 1: List of Members of the Needs Assessment Survey Study Committee
Name
OTSU Tomomi*
YOTSUYA Tomoaki
SHIMBOKU Kenji
ONO Masaki
USHIKUBO Ryuta

NAKAMATA Naoki
SUZUKI Mika
HAMADA Kaori

Job Title
Special Advisor to the President, Tokyo University ofForeign Studies
Managing Director, Japanese-Language Department Ⅰ, The JapanFoundation
Director, General Affairs Division, Tokyo Japanese Language Education
Center, Japan Student Services Organization
Professor, Institute of Humanities and Social Sciences, Director ofCenter for Education of Global Communication, University of Tsukuba
Associate professor, TOYO University Center for Global Education andExchange
Associate Professor, Osaka University, Center for International
Education and Exchange
Professor, Institute of Japan Studies, Tokyo University of Foreign
Studies
Designated Administrative Expert, Tokyo University of Foreign Studies

As of October 23, 2023 (Reiwa 5)

33*: chairperson

Reference 2: Summary of Interview Survey Results
2.1 About Japanese Language Courses Offered Online and Their Learning Materials(1) Results Specific to Online Courses<Asia>⁃In response to the level of Japanese language learners in Asian countries, most of the online
content corresponds to CEFR A1 level learners. The "Japanese in Anime & Manga" coursewith teacher support is thriving as a course that triggers interest in the Japanese language.
There is demand for entry-level courses.

⁃

Due to the time difference and traffic congestion in Asian countries, many people in rural
areas are now able to participate by taking the course online.

⁃

Zoom recordings of classes have become assets. The videos are being used in a variety ofways such as providing videos to absent students or for younger teachers to watch as
preparation material for their classes.
<Europe and North America>⁃

All Japanese language courses that have been conducted in person are now conducted online.
Incorporation of face-to-face courses is being considered, but online courses are planned to
be kept. Asynchronous courses and virtual study spaces have been launched under thepremise of online classes. The virtual study space is intended to create connections among
students, which tend to be weak in online classes. With time differences even within thenation/region, having the option of asynchronous classes and resources is effective since
anyone can participate anytime and anywhere.

⁃

Online classes have been a great success, and learners have gathered from all over the country.
The online classes have been able to tap into the needs of learners nationwide, especially at
the intermediate level, where the number of students was not large.

⁃

In some classes, learners are studying on their own through self-study of on-demandmaterials and focusing on output in class. This has the advantage that learners can study attheir own pace, practice on their own, and then participate in class to demonstrate theiracquired skills.
(2) Learners’ Responses<Asia>⁃

About half of the participants in the self-study course are university students, and a certain
percentage of them are high school students.

⁃

University students account for 70-80% of the participants, and the rest are employed or
homemakers.
34

⁃

There were positive comments from students that they could take classes even during the
COVID-19 pandemic, or they did not have to commute to school if they lived far away.
There were some comments about the difficulty to hear due to problems with the Internet
environment, but many were positive about the online classes in general.

⁃

Some pointed out the difficulty with online classes to make new friends or to increase
opportunities for interaction through Japanese language study.

<Europe and North America>⁃

North America: Many of the participants were employed. The number of high school anduniversity students were extremely low. The course content and schedule, as well as the factthat it is online, were the most common reasons for taking the courses. Some students
responded that they were recommended by other people.

⁃

Europe: The main group of students were young adults, including university and graduate
students in their 20s and 30s. The number of junior and senior high school students has also
increased after the courses became online. Many high school students wish to study in Japanas exchange students. Although these students cannot go to Japan right away, it is believedthat an increasing number of them have started learning Japanese to prepare for their possible
future study in Japan.
(3) How to Use Learning Materials According to the Circumstances of the Country<Asia>⁃

Considering the situation of Internet connection, courses that can be used offline are suitable
for studying Japanese in rural areas.

⁃

The biggest challenge with online classes is keeping students focused, therefore, classes aredesigned to be short at the beginning and gradually become longer. Class management
methods include frequent contact using Google Classroom or Facebook groups, and careful
individual support is provided.

<Europe and North America>⁃

Games such as “Kahoot!” and “ito” can be played in online classes.

⁃

Padlet is used for management of each class. Homework and various communications arealso done on Padlet. It takes time for all learners to achieve the same level of understanding
when learning online, so it is a good idea to create a common place where learners can findanswers to their questions or uncertainties.
(4) Ideas for Dissemination
35

<Asia>⁃Smartphones are becoming popular, various services are becoming more widespread, andmany people including high school students are starting to own a smartphone. Therefore, PR
on social media (Facebook, X, Instagram) and information dissemination on WhatsApp are
more effective than posting on websites.

⁃

Using Facebook is most effective, but an app called “Zalo”, which could be considered as
an equivalent to WhatsApp, is equally popular.

⁃

Some private Japanese language schools have telephone sales.

<Europe and North America>⁃

Courses are advertised on websites, social media, Instagram, X, and newsletters. In the earlydays, services used paid publicity to expand their reach, or used Google Ads to rank higher
in search results.

⁃

Learning fairs are held at the beginning of course registration periods. The learning fairs areheld in cooperation with universities and Japanese language schools, and allows for
explanations of course levels and programs, as well as a Q&A session.

⁃

Europe does not like passive information gathering methods such as social media PR.
Websites or newsletters are considered to be more effective as the source of the information
is clearly identifiable. It is also effective to contact each Japanese language teachers’
association depending on your needs.
2.2 Results and Challenges of Online Classes by Japanese Language Education Institutions,and Major Online Learning Materials used by Japanese Language Education Institutions andLearners<Southeast Asia>⁃

Publishers that have Japanese language education contents or other language education
contents are also offering online classes. Most are paid services.

⁃Indonesian versions of the "HIRAGANA Memory Hint", "KATAKANA Memory Hint", and"KANJI Memory Hint" series have been released. In addition to translation, Hiragana andKatakana have been specially developed for Indonesian speakers, and many learners use
them to learn letters. If you tell students to download the app and work on the assignments
before the first class, they will be able to recognize hiragana and katakana quite well. There
are very noticeable effects even in regular classes. It is effective to use apps in combinationin regular classes.

⁃

There is a popular YouTuber named Jerome who is studying abroad at Waseda University,36and his YouTube channel "Nihongo Mantappu" is explosively popular among middle andhigh school students in Indonesia.
⁃“Mazii” is known as a dictionary app that allows you to self-study kanji and grammar.
Duolingo is also widely recognized as a self-study tool.

⁃

Many people are utilizing YouTube to study.
<Southwest Asia>⁃

In order to avoid traffic jams and reduce classroom maintenance costs, all existing Japanese
language schools are shifting towards online-only schools. Online is the standard, andstudents only gather for special events like offline meetings.

⁃

Smartphones are becoming more and more popular, and many learners are taking classes
using their smartphones. Yet, very few university students own laptops, and people tend toprefer apps.

⁃

Government-led online learning websites are not popular.

⁃

Each educational institution seems to be using Learning Management Systems (LMS)
independently. Google Classroom is the most popular LMS. As of 2020, the usage rate of
LMS was around 50%.

<Europe and North America>⁃

Although high schools and universities have returned to face-to-face classes, “flippedclassroom videos” and homework digitization are continuously implemented. In addition to
Moodle, people are also using an LMS called “CANVAS” increasingly.

⁃

Students are using online drill creation functions such as Google Forms and Quizlet to share
their lessons for self-study, review, and homework, and to compete with classmates at the
beginning of classes.

⁃

There is also information that an instructor made a podcast (review of the day's lesson) for
learners. Some teachers are practicing a combination of online classes and online content.

⁃

Due to the spread of online tools that can be easily used, it has become possible for teachers
to have students create their own learning materials instead of having to create everythingthemselves. Another practice is to have students create flashcards for homework or review
tests. Learners can learn, and teachers can also learn from these learning materials.
2.3 Topics that High School and University Students are Likely to be Interested in, andPreferred Japanese Learning Style(1) Topics that Students are Likely to be Interested in When Learning Japanese<Asia>
37

⁃Many have a broad and shallow interest in Japanese culture in general, from traditional
culture such as tea ceremony to pop culture.

⁃

Many also have strong interests in the theme of food.

⁃

University students tend to be interested in the way Japanese people work, along withbusiness etiquette. Rather than exploring the reasons why cross-cultural conflicts occur
through case studies, they are more interested in superficial manners such as seating orderand how to use chopsticks when eating.

⁃

There are many role models who work as engineers at Japanese companies, and they seemto be inspired by them.

⁃

Virtual technology such as AI and VR and games are popular. Many people are interested inJapan and anything that uses Japanese in the virtual world.

⁃

Many are also interested in stories about Japanese people's actual lives, club activities, andpart-time jobs.

⁃

The JLPT is one of the important elements for Japanese language learners, thus gaining a lotof interest. Many may also be interested in topics that will be asked in the JLPT.

<Europe and North America>⁃

High interest in traditional culture, anime, and food. High school and university students are
particularly interested in anime. Traditional culture includes sumo wrestling, flower
arranging, tea ceremony, Japanese sweets, kimono, and townscapes.

⁃

As information is easily obtainable, more people are becoming interested in Japan and theJapanese language. (Example: finding interest in Japan due to liking sake, or seeing a
Japanese player do well at the World Cup, etc.)⁃

Many people who come to JF courses wish to go to Japan someday. For that reason, many
do not mind keeping anime and manga a hobby, but wish to have conversations withJapanese people in class and talk about hobbies in Japanese. Many also mentioned that thetheme of conversation doesn't have to be related to pop culture.

⁃

Gen Z tend to find what they like and pursue it on their own. As the topics that students areinterested in are diversifying, there are no requests for their favorite topics to be covered inclasses. We also found that learners have different preferences, thus, there is no need toincorporate popular themes into classes.
(2) Preferred Japanese Learning Style<Asia>⁃

Many people study using an app called Duolingo: about 70% of people used this service atthe time this survey was conducted. Using apps to study has become the standard.
38

⁃

Those who learn by taking courses tend to seek detailed explanations, while those who areable to self-study learn at their own pace using apps and YouTube. There could be a tendency
towards polarization.

⁃

Some people use the KakaoTalk app to practice speaking with Japanese people. Each student
is looking for various learning methods and studying in their own way.

⁃

The number of people who like to study by watching videos is increasing. Learning styles
are diversifying.

⁃

Many people are good at conversation and oral communication.

⁃

When we held an offline quiz competition using the Quizizz app, we received far more
applications than expected, making the event a great success. Attracting a variety ofparticipants depends on how it is carried out.

⁃

Our voice-over activities using Japanese anime and manga websites have received good
feedback.

⁃

Trial classes and free talk sessions with Japanese people are also preferred.

2.4 Information Dissemination and Support Necessary to Connect Japanese Language Study or
Culture Experience to Study in Japan(1) Provision of Japanese Language Learning Content⁃

The Japanese language skills required to keep up with university classes and specialized
knowledge may not be sufficient only with JF lectures alone. It would be good to have apreparatory process such as a pre-class in advance.

⁃

There is not enough content for advanced students (learners who mainly belong touniversities), so having such content would be helpful. Since there is also no content at thelevel they want to learn at Learning Fairs, learners go to private tutors.

⁃

There are not many regular courses to begin with at the upper-intermediate level and above.
It would be better if there were organized and regular courses, such as weekly learningmaterials, to motivate the learners. For intermediate and advanced students, asynchronouscourses or self-study courses would be helpful too. It could be good to have a course withmany grammar challenges, or a game-like courses where a certain number of questions areposted each week to challenge the students (Source: non-native teacher in a Western country).

⁃

The number of participants would increase if the courses had supporters, as students are notgood at self-study and the support and teachers are very important in this region. (Southeast
Asia)

⁃

Systematic learning materials quickly become obsolete and out of date. If educational
materials are to be created at universities, it would be desirable to have a system that can be
updated in real time.
39

(2) Information Dissemination on Learning Materials⁃

It is important to publicize information in a casual manner. Websites should not be designed
by Japanese people for Japanese people, but should be constructed in a casual manner so thatpeople can access necessary information.

⁃

Online learning materials are too scattered, and unless there are guides that indicate whichlearning materials are good for what kind of situations, some people may not know what isnecessary for themselves.

⁃

It would be better if various materials are centralized and can be accessed in a format that iseasy-to-read.

⁃

Joining a fan page or group page on Facebook to publicize events would be a good idea.

⁃

It would be effective to cooperate with speech contests and events held in various countries
for a fee.
(3) Exchange Events⁃

Exchange events could be a motivation for learning. It would be good to have an exchange
program that is not a one-time event, but something that is connected to Japanese language
study and helps students build relationships.

⁃

Current university students should support overseas students in their study by holding online
exchange meetings with them in the form of tutors, so that the students overseas can feelcloser to the university.

⁃

It would also be helpful if Japanese students organize talk events at their universities.
(4) PR and Information Dissemination⁃

Showing how to study abroad, what kind of preparation is necessary before studying abroad,and what kind of career path can be built by studying abroad would be helpful for students
overseas.

⁃

Not many people are aware of the existence of study abroad fairs and Study in Japan websites
for each region. Promoting studying abroad in Japan through YouTube and other platforms
where young people have access to information would be effective.

⁃

Those who want to study in Japan only seem to get information through word-of-mouth fromteachers. Many people start out with no information at all, so it would be helpful if they
could go to study abroad fairs and find out what they want to study and where they will be
accepted.

⁃

Providing information on scholarships in the local language is desirable.

⁃

Approaching educational institutions and teachers may also be effective since40

recommendations from teachers that learners trust are considered to be effective. It is also asolid approach to ask seniors students who have returned to their home countries to provide
information to junior students.
⁃

A famous YouTuber in South India, who has created Japanese language content, has createda network that loosely connects YouTubers in India. Inviting such people or joining their
network to promote projects would be effective.
(5) Providing Information on Living in Japan⁃

It would be helpful to provide information in the local language on how people with various
religious restrictions could live in Japan.

⁃

The “Welcome to My Japan!” section of “Activate Your Japanese!” is very popular. If there
were a university version of this content, it would be good for prospective students to knowwhat kind of life they can expect in Japan.

⁃

It would be good to have contents that show what kind of daily-life experiences students canhave if they study in Japan (e.g., a day at a part-time job, shopping at a convenience store,
walking in the neighborhood park, taking out the trash, etc.). Not only the students, but also
their parents and teachers who send them off will be able to get an idea of what the experiencewould be like.
(6) Others (e.g., provision of study opportunities tailored to each country's
circumstances)⁃

In Indonesia, a program called “Merdeka belajar” (independent study) has started, which
requires students to spend about one year of the four-year university system at an internshipor study abroad. It would be ideal to have study abroad programs at Japanese universities
offered in a way that is compatible with such programs.

⁃

In Canada, the number of people who want to study abroad for a year has been decreasing
in recent years since many students do not want to delay their graduation. Due to this, many
people prefer short-term programs of about 3 months.

41

Acknowledgment
In conducting this survey, we would like to thank the overseas offices of the Japan Foundationand its Japanese language specialists, the overseas offices of the Japan Student Services
Organization (JASSO), and those involved in providing information on Japanese language
education and study abroad at JASSO, the Global Japan Offices and Global Japan Desks
coordinators at Tokyo University of Foreign Studies, and Japanese Language Center forInternational Students (JLC) at Tokyo University of Foreign Studies for their cooperation. We
would like to express our deepest gratitude to them. We received great help in distributing thequestionnaires from the Japan Foundation and Japan Student Services Organization (JASSO), as
well as from university administrators in Japan. We would also like to express our deepest
gratitude to all the Japanese language instructors and students affiliated with overseas institutionsof higher education who responded to the survey, as well as to all the international students
currently studying in Japan.

42