Roles of Japanese Language Teachers in Cyber Universities of Korea -Focusing on the e-learning contents production process in C University-

China’s social and economic development has developed rapidly in recent years. International trade is getting closer and closer, trade and cultural exchanges with Japan have increased year by year. China’s foreign policy gradually develops towards internationalization. Japanese language plays a very important role in the process of friendly cooperation between China and Japan. At this juncture and circumstances, many universities have added Japanese language majors in order to improve the Japanese language communication skills among domestic college students and learn more about Japanese language and culture. Compared with English, Japanese is not a widely spoken language. Moreover, the Japanese language is used less frequently and has a smaller range of application. At present, Japanese has not become a major language communication tool for Chinese and as well as for foreign communication. Some universities still use the traditional teaching methods of the past to teach Japanese language. Teachers are not capable enough, it simply cannot meet the actual development needs of modern society, which requires us to pay enough attention to the teaching of Japanese in colleges and universities, in our work we summarize the problems existing in the teaching process of Japanese language today, and formulate corresponding perfect countermeasures.

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Pembelajaran Bahasa Jepang Perhotelan III Berbasis Daring di Masa Pandemi Covid-19

Chi'e: Journal of Japanese Learning and Teaching ◽

10.15294/chie.v9i1.44358 ◽

2021 ◽

Vol 9 (1) ◽

pp. 54-61

Author(s):

Anak Agung Ratih Wijayanti ◽

Isa Wahjoedi Dwi Putranto

Keyword(s):

Distance Learning ◽

Data Collection ◽

Learning Process ◽

Virtual Classroom ◽

Japanese Language ◽

Collection Method ◽

E Learning ◽

Online Distance Learning ◽

Online Distance ◽

Academic Year

This study aims to determine the learning process of Japanese Language Hospitality during the Pandemic Covid-19 period. This study was researching effectiveness of the online distance learning process and evaluate the weakness and problem occurred during learning process. This research was conducted on 43 students of the Faculty of Tourism at Triatma Mulya University Diploma IV Hospitality Program in Third Semester, Academic Year 2020/2021. The respondent was choosen from students who have learned Japanese Language Hospitality 3 on one semester from June to December 2020. The data collection method in this study used documentation techniques and questionnaires via google form. The online-based learning process carried out in this study is to create virtual classroom learning situations through online-based e-learning methods. Students not only listeners in class, but students are strongly directed to presentation about hotel hospitality using Japanese Language. The problem during learning process of Japanese Hospitality online are, the lack of supporting facilities in online class, less concentration and other distractions.

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The using of readutainment as e-learning to improve students’ reading comprehension skill

MATEC Web of Conferences ◽

10.1051/matecconf/201815403007 ◽

2018 ◽

Vol 154 ◽

pp. 03007

Author(s):

Nina Dwiastuty ◽

Susilawati ◽

Muhammad Sulhan

Keyword(s):

Reading Comprehension ◽

Language Learning ◽

Random Sampling ◽

Language Teachers ◽

Average Score ◽

Vocational Students ◽

Comprehension Skill ◽

Life Styles ◽

Cognitive Levels ◽

E Learning

Technology grows and has changed life styles in many aspects. It offers simplicity and practicality to human to switch the life easier from traditional to modern creativity. In the education context, the use of e-learning as a product of technology in the language learning is inevitable and has made language teachers find new teaching strategies. This action research aims to prove whether the innovation of Readutainment application as e-learning enables students to improve their reading comprehension skill. This application usage is to facilitate students to comprehend. English texts. The research object were private vocational students of grade XI taken from 6 of 12 vocational schools in the districts of Singaparna and Leuwisari, West Java. It uses a purposive random sampling by considering that all students are homogeneous in their cognitive levels. The method of this research is qualitative action based on students’ studying in the cloud classrooms in two cycle designs. The result shows that the use of Readutainment can improve students’ ability to comprehend English texts. It is proven that after being treated by using the Readutainment in two cycles, the average score increases from 68 to 70 in the first cycle and 75 in the second cycle.

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Implementation of IT Tools as a Method of Improving Language and Communication Skills of Bi- and Trilingual Students

International Journal of Research in E-learning ◽

10.31261/ijrel.2019.5.2.03 ◽

2019 ◽

Vol 5 (2) ◽

pp. 33-48

Author(s):

Halina Widła

Keyword(s):

Communication Skills ◽

Theoretical Background ◽

Language Teachers ◽

Foreign Language Teachers ◽

Second Languages ◽

Third Language ◽

Language And Communication ◽

E Learning ◽

Language Competencies

This article gives some examples of students’ systematic semi-autonomous work in the multimedia master’s seminar, which enhances their language competencies as well as strictly technical skills. The theoretical background, based on the results of research carried out by the author in 2005–2019, demonstrates how knowledge of learners’ first and second languages is advantageous during the acquisition of a third language. Seeing that this process is individual (every learner has his or her different “linguistic biography”), it is difficult take this fact into account in the coursebooks. E-learning courses, which allow students to work in semi-autonomy, become helpful in this situation. Accommodating the needs of biand trilingual students, prospective foreign-language teachers and translators create their own multimedia resources that fill gaps in the didactic offerings. Moreover, the unusual forms of learning by teaching (LdL – from the German phrase Lernen durch Lehren) improve the quality of the learning process, helping students achieve the desired language and communication skills.

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Application of e-Learning in Japanese Learning at Japanese Language Education Program Universitas Muhammadiyah Yogyakarta

Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019) ◽

10.2991/icosihess-19.2019.31 ◽

2019 ◽

Author(s):

Rosi Rosiah ◽

Arsyl Machawan

Keyword(s):

Education Program ◽

Language Education ◽

Japanese Language ◽

E Learning

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Assessing Argumentative Writing Skills in Online Environments among Arabic Language Teachers of Grades 5 to 7 in UAE Schools

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i18.13581 ◽

2020 ◽

Vol 15 (18) ◽

pp. 202

Author(s):

Suad Abdelkareem Alwaely ◽

Hanene Lahiani

Keyword(s):

Primary Schools ◽

Writing Skills ◽

Arabic Language ◽

Language Teachers ◽

Argumentative Writing ◽

Learning Programs ◽

E Learning ◽

Online Environments ◽

The Relationship ◽

Descriptive Method

The study at hand aims at identifying the argumentative writing skills among Arabic language teachers in online environments. The need for acceptance and the readiness of teachers to work independently in a digital environment is now especially great since students are familiar with electronic technology. Peculiarities of teaching the Arabic language require increased attention to learning writing and confident knowledge from teachers. Argumentative writing is important for teachers precisely in terms of its use to motivate students in e-learning and increase their engagement. Research paper points to the relationship between teachers’ writing skills and students’ advancement in writing when learning Arabic, especially as a foreign language. To achieve the purpose of the study, the descriptive method was applied. The sample of the study consisted of 120 teachers of UAE primary schools (40 male and 80 female), who were chosen randomly. The instrument of the study is a questionnaire divided into seven areas of argumentative writing. The study evaluates writing skills closely related to the effectiveness of presenting information to an online audience and in preparing e-learning programs. The results show that the argumentative writing skills in Arabic language teachers are moderate. There are statistically significant differences on the argumentative writing skills attributed to the gender variable in favor of the females. There are no statistically significant differences among the sample participants ascribed to qualification variable. Finally, there are statistically significant differences on argumentative writing skills ascribed to the experience variable, in favor of 10 years of experience or more. The authors also offered recommendations for the application of research results and for further research in this area.

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