ABSTRACT

This study explored the relationship between teachers’ teaching skills, effectiveness, and students’ performance in the Japanese course at Guangzhou College of Commerce. Using a mixed-method approach, data were collected from 21 Japanese teachers and 227 students. The findings highlight a strong correlation between effective teaching skills—such as communication, organization, and technology integration—and improved student performance and satisfaction. The study also identified challenges faced by both teachers and students, offering recommendations to enhance teaching practices and student engagement, ultimately aiming to improve the quality of Japanese language instruction.

Keywords: Teaching skills, teaching effectiveness, student performance, Japanese course, educational outcomes, Mixed-method research
https://doi.org/10.57180/sebs3123