ABSTRACT

This study aimed to investigate the relationship between the engagement of non-Japanese majors in learning Japanese and their communication skills. A mixed research method was utilized. The quantitative approach, particularly the descriptive correlational survey, was used to describe the profile of the students. A questionnaire survey was conducted with 300 non-Japanese major students at Pingxiang University, examining their engagement and Japanese communication skills from the perspectives of gender and grade level, as well as testing relevant research hypotheses. SPSS was used to process and analyze the valid questionnaire data to explore the relationship between student engagement and communication skills in learning Japanese. The research findings revealed that the participants demonstrated a high level of engagement in learning Japanese across cognitive, affective, and behavioral aspects. While there were no significant differences in overall engagement when grouped by gender, significant differences emerged in cognitive engagement when grouped by grade level. In terms of language skills, participants displayed very high proficiency in both oral and written communication. Additionally, significant differences in communication skills were observed based on both gender and grade level.

Keywords:Japanese blended learning, Japanese communication skills, oral skills, student engagement, writing skills
https://doi.org/10.57180/fplg8440