@article{ART003275596},
author={Iguchi, Keina},
title={Specifying the Audience in Remote Collaborative Japanese Composition: Effects on Proficiency, Motivation, and Interaction},
journal={The Japanese Language Association of Korea},
issn={1229-7275},
year={2025},
number={86},
pages={87-103}
TY - JOUR
AU - Iguchi, Keina
TI - Specifying the Audience in Remote Collaborative Japanese Composition: Effects on Proficiency, Motivation, and Interaction
JO - The Japanese Language Association of Korea
PY - 2025
VL - null
IS - 86
PB - The Japanese Language Association Of Korea
SP - 87
EP - 103
SN - 1229-7275
AB - This study examines whether specifying an explicit audience enhances learning outcomes in a Japanese composition course that incorporates peer learning and remote collaboration. Two cohorts at a Korean university—2024 (n = 22) and 2025 (n = 20)—participated in weekly online collaborative sessions with a Japanese partner university. In 2025, the audience was clearly defined as Japanese high school students, who briefly joined online and provided information to guide topic selection and revision. Writing proficiency at midterm and final assessments was measured using jWriter, and end-of-term questionnaires were administered to both cohorts.
Although the 2025 cohort showed slightly higher midterm proficiency, Fisher’s exact tests revealed no significant changes within either cohort from midterm to final, indicating that audience specification did not produce measurable short-term gains in writing proficiency. However, qualitative data suggested notable benefits. Students demonstrated greater awareness of how to express ideas for a real audience, engaged in deeper collaboration, and reported increased motivation and intercultural interest. Partner university students also expressed heightened understanding and willingness to communicate.
Overall, while defining an audience did not immediately raise quantified writing performance, it strengthened collaborative engagement and learning motivation, suggesting potential long-term benefits.
KW - Remote collaborative learning;Peer learning;Audience specification;Japanese composition;Motivation and interaction
DO -
UR -
ER -
Iguchi, Keina. (2025). Specifying the Audience in Remote Collaborative Japanese Composition: Effects on Proficiency, Motivation, and Interaction. The Japanese Language Association of Korea, 86, 87-103.
Iguchi, Keina. 2025, "Specifying the Audience in Remote Collaborative Japanese Composition: Effects on Proficiency, Motivation, and Interaction", The Japanese Language Association of Korea, no.86, pp.87-103.
Iguchi, Keina "Specifying the Audience in Remote Collaborative Japanese Composition: Effects on Proficiency, Motivation, and Interaction" The Japanese Language Association of Korea 86 pp.87-103 (2025) : 87.
Iguchi, Keina. Specifying the Audience in Remote Collaborative Japanese Composition: Effects on Proficiency, Motivation, and Interaction. 2025; 86 : 87-103.
Iguchi, Keina. "Specifying the Audience in Remote Collaborative Japanese Composition: Effects on Proficiency, Motivation, and Interaction" The Japanese Language Association of Korea no.86(2025) : 87-103.
Iguchi, Keina. Specifying the Audience in Remote Collaborative Japanese Composition: Effects on Proficiency, Motivation, and Interaction. The Japanese Language Association of Korea, 86, 87-103.
Iguchi, Keina. Specifying the Audience in Remote Collaborative Japanese Composition: Effects on Proficiency, Motivation, and Interaction. The Japanese Language Association of Korea. 2025; 86 87-103.
Iguchi, Keina. Specifying the Audience in Remote Collaborative Japanese Composition: Effects on Proficiency, Motivation, and Interaction. 2025; 86 : 87-103.
Iguchi, Keina. "Specifying the Audience in Remote Collaborative Japanese Composition: Effects on Proficiency, Motivation, and Interaction" The Japanese Language Association of Korea no.86(2025) : 87-103.
