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Awareness of Japanese Learners on the Teacher Correction of Japanese Writing and Activity on the LMS —Focused on the class of “reading-writing of Japanese texts”—
日本硏究
2019, (50),
pp.107-127
DOI :10.20404/jscau.2019.02.50.107
Publisher : The Center for Japanese Studies
Research Area : Japanese Language and Literature
DOI :10.20404/jscau.2019.02.50.107
Publisher : The Center for Japanese Studies
Research Area : Japanese Language and Literature
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In this thesis, it has been investigated and analyzed how Japanese learners think of teacher’s correcting their compositions written every week in the Japanese composition class as well as how the learners are aware of the comment activity after reading compositions uploaded on the LMS. It has revealed the following. (1)87.1% of learners answered that teacher correction had a positive effect. (2)The items learners felt difficulties while writing Japanese were in order of Chinese characters, Japanese expression, vocabulary, grammar & sentence structure, and writing style. (3)Precedence tasks necessary for improving the composition ability were in order of writing practice, reading, knowledge of literary style, and experience. (4)In regards to reading compositions written by other learners, 47.4% of learners answered that writing their own compositions was “helpful”. Also, the same percentage of learners answered that reading compositions of other learners contributed to an increased understanding toward others. (5)Learners answered that comments (appreciation) on their compositions made them happy because other learners “sympathized” with what they had written in their compositions, and that they realized that others held “many different perspectives” and had “similar experiences”.
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