Blended Teaching Model Development for Japanese Language Education in Chinese Universities

Shuang  Cui; Sombat  Teekasap; Nainapas  Injoungjirakit; Prapai  Sridama

doi:10.60027/iarj.2025.285978

ผู้แต่ง

Shuang Cui Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0009-0001-5385-2501
Sombat Teekasap Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0000-0002-2101-5637
Nainapas Injoungjirakit Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0009-0001-5342-7724
Prapai Sridama Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0000-0002-1453-9221

DOI:

https://doi.org/10.60027/iarj.2025.285978

คำสำคัญ:

Japanese Language, Blended Teaching Model, Chinese University Students, Digital Technologies, Language Acquisition

บทคัดย่อ

Background and Aims: This study investigates the development and implementation of a Japanese language blended teaching model specifically designed for Chinese university students, leveraging advanced digital technologies. The integration of online and offline learning modes is vital in language education as the educational landscape evolves. This research aims to address the innovative challenges faced by students and educators in the Japanese language major within Chinese universities. The study proposes a blended teaching model that combines traditional face-to-face instruction with digital learning tools.

Methodology: This study used a mixed-method approach, utilizing pre- and post-tests to assess language proficiency, surveys to evaluate student engagement and satisfaction, and learning analytics to track digital platform usage. Expert reviews were also conducted to ensure instructional quality and validate the blended teaching model’s implementation outcomes

Results: The results of the study showed that there was a significant increase in student engagement, language proficiency, and overall satisfaction with the learning experience under this blended learning model. The study also highlighted the importance of flexibility, interactivity, and personalized learning pathways in enhancing language acquisition through blended learning.

Conclusion: Integrating digital technology and adopting a blended teaching model in Japanese language teaching in Chinese universities meets the language learning needs of students at different levels and improves the effect of language learning. It also cultivates students' digital literacy and learning autonomy and motivation, thus further improving the quality of foreign language learning and teaching. This research contributes to the growing body of literature on blended learning in language education and offers practical insights for educators seeking to innovate their teaching practices. Future research should examine adaptive learning or conduct comparisons with alternative language teaching models.

เอกสารอ้างอิง

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