Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Innovative pedagogical approaches to teaching Japanese
through media and technology
Anna KIM
1
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received January 2025
Received in revised form
10
February 2025
Accepted 25 February 2025
Available online
25 March 2025
This paper examines the current landscape and emerging
challenges in the instruction and acquisition of the Japanese
language within the context of the digital media era. By
conducting a comprehensive analysis of the integration of new
media tools in Japanese language education, it proposes a range
of pedagogical strategies aimed at enhancing learning
outcomes. The findings indicate that contemporary Japanese
language instruction must increasingly accommodate learners'
diverse needs and individual learning preferences. Leveraging
advanced technological resources can significantly enrich and
diversify the educational experience. Through the use of
practical examples, this study illustrates effective methods for
integrating online platforms, social media, and other digital
resources to deepen and broaden learners’ engagement with
the Japanese language.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol3-iss3
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
Japanese language,
the Internet,
social media,
Facebook,
new media,
digital technologies,
digital education,
online learning,
digital literacy,
blended learning,
multimedia tools,
innovation in education,
student motivation,
interactive classes,
modern teaching methods,
cultural immersion,
technology in language
learning,
educational posts,
online communities,
self-directed learning,
mobile learning,
virtual collaboration,
culture in language
acquisition,
interactive communication,
learning effectiveness,
educational activities on
social media.
1
Teacher, Uzbekistan State World Languages University. E-mail: annakim1981@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2025) / ISSN 2181-3701
142
Yapon tilini o‘qitishda media va texnologiyalar orqali
innovatsion pedagogik yondashuvlar
ANNOTATSIYA
Kalit so‘zlar
:
Yapon tili,
Internet,
ijtimoiy tarmoqlar,
Facebook,
yangi media vositalari,
raqamli texnologiyalar,
raqamli ta’lim,
onlayn ta’lim,
raqamli savodxonlik,
aralash ta’lim,
multimedia vositalari,
ta’limda innovatsiya,
talaba motivatsiyasi,
interaktiv dars,
zamonaviy ta’lim
metodikasi, madaniy
muhitga sho‘ng‘ish,
til o‘rganishda
texnologiyalar,
o‘rgatuvchi postlar,
onlayn guruhlar,
tilni mustaqil o‘rganish,
mobil ta’lim,
virtual hamkorlik,
til o‘rganishda madaniyat,
interaktiv aloqa,
ta’lim samaradorli
gi,
ijtimoiy tarmoqlarda o‘quv
faoliyati.
Ushbu ilmiy maqolada yangi media vositalari taraqqiy etgan
davrda yapon tilini o‘rgatish va o‘rganish jarayonining bugungi
holati hamda duch kelinayotgan dolzarb muammolar atroflicha
tahlil qilinadi. Yangi media texnologiyalarining yapon tili
ta’limiga qo‘llanilishi chuqur o‘rganilib, o‘quvchilarning til
o‘rganishdagi samaradorligini oshirishga qaratilgan ilg‘or
pedagogik yondashuvlar va metodlar taklif etiladi. Maqolada
real hayotdagi misollar asosida yangi media vositalarining
yapon tili o‘rgatishdagi imk
oniyatlari tahlil qilinadi. Jumladan,
onlayn dars platformalari orqali interaktiv mashqlarni joriy
etish, ijtimoiy tarmoqlar orqali til amaliyotini kengaytirish,
shuningdek, audio va video materiallar yordamida talaffuz va
tinglab tushunish ko‘nikmalarini
rivojlantirish kabi metodlar
ko‘rib chiqiladi. Shuningdek, yangi media orqali mustaqil
o‘rganishni rag‘batlantirish, o‘quvchini faol subyektga
aylantirish, va ta’limni individuallashtirish masalalari ham
yoritib beriladi.
Инновационные
педагогические
подходы
к
преподаванию японского языка с использованием
медиа и технологий
АННОТАЦИЯ
Ключевые слова:
Японский язык,
Интернет,
социальные сети,
Facebook,
новые медиа,
цифровые технологии,
цифровое обучение,
онлайн
-
образование,
цифровая грамотность,
смешанное обучение,
мультимедийные
средства,
инновации в образовании,
мотивация студентов,
В данной статье рассматриваются современное
состояние и актуальные проблемы преподавания и
изучения японского языка в эпоху цифровых медиа. На
основе
всестороннего
анализа
интеграции
новых
медиатехнологий в образовательный процесс предлагается
ряд
педагогических
стратегий,
направленных
на
повышение
эффективности
обучения.
Результаты
исследования свидетельствуют о необходимости более
глубокого
учёта
разнообразных
потребностей
и
индивидуальных
особенностей
учащихся
при
преподавании японского языка. Использование передовых
цифровых
ресурсов
способствует
обогащению
и
диверсификации
учебного
процесса.
На
основе
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2025) / ISSN 2181-3701
143
интерактивные занятия,
современные методики
преподавания,
культурная среда,
технологии в изучении
языка,
обучающие посты,
онлайн
-
группы,
самостоятельное изучение
языка,
мобильное обучение,
виртуальное
сотрудничество,
культура в языковом
обучении,
интерактивная связь,
эффективность обучения,
учебная деятельность
в социальных сетях.
практических примеров в статье демонстрируются
эффективные методы интеграции онлайн
-
платформ,
социальных сетей и других цифровых инструментов,
способствующих
углублению
и
расширению
вовлечённости студентов в изучение японского языка.
INTRODUCTION
As technological innovation continues to redefine the educational landscape,
Japanese language teaching and learning are entering a new phase marked by both
transformative opportunities and significant challenges. The conventional instructional
approaches, once regarded as foundational, are increasingly inadequate in addressing the
multifaceted needs of contemporary learners. This article, therefore, endeavors to
examine how advanced digital tools and media platforms can be strategically utilized to
elevate the quality and effectiveness of Japanese language education in the current era.
The acceleration of digital media integration into educational settings has revolutionized
pedagogical practices, particularly within the field of language instruction. New media
technologies have introduced flexible, engaging, and learner-centered modes of
education that transcend the limitations of time, space, and traditional classroom
dynamics. In response to these developments, Japanese language educators are called
upon to adapt and innovate to create learning environments that are both relevant and
responsive to students’ evolving preferences and expectations. This work explores the
shifting context of Japanese language education amid the growing influence of new
media. It seeks to analyze the impact of digital technologies on teaching methodologies
and learning environments and to offer a framework for integrating these innovations
into pedagogical practice. Drawing upon a synthesis of existing scholarly research and
real-world educational experiences, the chapter proposes a set of forward-thinking
teaching strategies designed to align with the digital competencies and individualized
learning paths of modern students.
Traditional instructional methods, though still relevant in certain contexts,
increasingly fall short of addressing the complex and varied needs of modern learners.
Today’s students seek personalized, flexible, and engaging learning experiences that align
with their technological lifestyles. Therefore, the need to reform Japanese language
pedagogy has become more urgent than ever.
Moreover, the widespread availability of the Internet has drastically enhanced
access to educational resources for learners of Japanese. No longer limited to printed
textbooks and in-person instruction, students can now engage with diverse digital
content ranging from interactive online courses to multimedia language apps and virtual
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2025) / ISSN 2181-3701
144
exchange communities. These resources empower learners to design personalized study
plans, select materials that suit their cognitive styles and interests, and pursue language
acquisition at their own pace. The traditional boundaries of education are being
redefined, paving the way for a more inclusive, accessible, and dynamic model of
language learning.
By synthesizing theoretical perspectives and practical case studies, this chapter
proposes innovative pedagogical strategies tailored for the digital age. These approaches
aim to cultivate not only language proficiency but also digital literacy and critical
thinking
–
skills that are essential in today’s interconnected world.
LITERATURE REVIEW
In the context of modern language pedagogy, media technologies have become
indispensable tools for enhancing vocabulary instruction. From a teacher’s perspective,
the integration of
digital platforms
, such as social media, online flashcards, and
multimedia content, offers dynamic and engaging ways to reinforce lexical acquisition
among Japanese language learners. For beginners, mastering vocabulary is particularly
crucial, as it serves as the foundation for grammar, reading, and communication.
According to Nation (2001), vocabulary knowledge is a prerequisite for effective
language use and successful communication. When educators incorporate media tools
into their teaching strategies, they create interactive and student-centered environments
that support both intentional learning
–
through structured word lists and digital quizzes
–
and incidental learning
–
through exposure to authentic materials like videos, social
media posts, and online stories.
As Roblyer (2010) emphasized, university students are generally open to using
platforms like Facebook to support classroom work. In this light, teaching vocabulary via
media technologies not only makes learning more flexible and personalized but also
increases student motivation and autonomy. Therefore, an effective Japanese language
and its vocabulary teaching strategy in the digital age should thoughtfully blend
pedagogical goals with appropriate technological tools to ensure meaningful and long-
lasting learning outcomes.
From a pedagogical perspective, effective vocabulary instruction is one of the most
critical components in teaching Japanese, especially at the beginner level. In order to
build a solid linguistic foundation, learners must acquire a broad range of vocabulary in
tandem with grammar rules and writing systems. As Zimmerman (1997) points out,
vocabulary is at the heart of language learning and serves as a fundamental element in
shaping learners' overall proficiency. Moreover, according to Nation (2001), vocabulary
knowledge is not only essential for understanding and producing language but also a key
factor in successful communication. Therefore, it is the responsibility of educators to
design vocabulary instruction that supports both intentional and incidental learning
processes, ensuring that students develop lexical competence through a balance of direct
study and meaningful exposure.
1.
The Pedagogical Potential of Social Media in Japanese Language Learning
In the digital era, the integration of social media into language education has
emerged as a transformative approach that significantly enhances communication,
collaboration, and engagement in the learning process. It can be argued that utilizing
platforms such as Facebook, Instagram, and LINE for teaching the Japanese language
plays an increasingly vital role, particularly in promoting student interaction beyond the
boundaries of traditional classroom settings.
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
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Social media serves not only as a means of informal communication but also as
a powerful
educational tool
that aligns with modern teaching methodologies.
This perspective is supported by Roblyer (2010), who asserted that university students
are generally receptive to incorporating digital platforms like Facebook into their
academic lives. The widespread familiarity with such platforms makes them highly
effective for assigning tasks, sharing resources, facilitating peer feedback, and
encouraging active language use in a more natural and relatable context.
Moreover, these platforms enable instructors to create flexible and learner-
centered environments, which are especially beneficial for Japanese language acquisition
–
a field that demands frequent practice in vocabulary, kanji recognition, and
conversational skills. Through structured assignments, discussion threads, and
multimedia tasks on social media, students not only reinforce their language skills but
also build confidence in applying them in real-world situations.
In essence, social media acts as a bridge between formal instruction and informal
practice, enriching the language learning experience while catering to the digital habits of
modern learners.
2.
Teaching Beyond the Textbook: Empowering Learners with Multimedia Tools
In today’s ever
-evolving educational landscape, the traditional chalk-and-talk
method is no longer enough to captivate young minds
–
especially when teaching
complex languages like Japanese. From a teacher’s perspective, the use of multimedia in
the classroom is not just an added bonus, but a powerful necessity. According to Mayer
(2009), learning becomes more effective when both words and visuals are combined
–
a principle that lies at the heart of multimedia instruction. This dual-channel learning
allows students to grasp grammar rules faster, retain vocabulary longer, and stay
engaged in the learning process. Neo & Neo (2001) further support this by defining
multimedia as an integration of text, images, sound, and video that creates a rich,
interactive environment.
Teachers have seen firsthand how multimedia tools
–
like animated videos, sound-
enhanced flashcards, or interactive grammar games
–
not only bring excitement into the
classroom but also foster deeper understanding and stronger memory connections.
As Heinrich (1996) once noted, the core mission of media is to facilitate both
communication and learning. For educators, this means being more than content
deliverers; it means becoming experience designers. Yet, challenges remain. Many
teachers still rely on conventional teaching styles due to limited exposure to digital tools
or lack of training (Setianingrum, 2017). This creates a mismatch between student
learning preferences and teaching approaches, which can make learning dry, especially
for a language that includes abstract symbols like Kanji.
Xorijiy lingvistika va lingvodidaktika
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Figure 1.
A comparison of students' performance before and after the implementation of
multimedia-based instruction in Japanese language learning. The data illustrates
noticeable improvements in student engagement, vocabulary retention, grammar
comprehension, and classroom participation.
As shown in Figure 1, the use of multimedia-based teaching methods significantly
enhanced students’ performance in Japanese language learning. The post
-
implementation results indicate improvements in key areas such as vocabulary
acquisition, grammar comprehension, and classroom engagement. These findings suggest
that the integration of audio-visual tools can effectively support different learning styles
and increase student motivation.
From a teacher’s point of view, multimedia isn't just
technology
–
it's a bridge that connects content with curiosity and language with life.
That’s why teacher creativity matters more than ever. When instructors use platforms
like websites, language apps, or student-centered video projects, the classroom turns into
an interactive lab where curiosity thrives and confidence grows. The students are no
longer just learners
–
they become co-creators in their language journey.
METHODOLOGY
1.
The method of “Japanese language learning through Facebook”.
In the context of innovative teaching methods, the use of
as an
educational tool has emerged as an alternative strategy to enhance language learning.
As part of this approach, assignments delivered and discussed through Facebook serve
not only as academic tasks but also as interactive platforms that foster student
engagement beyond the classroom. This phase of the study focuses on evaluating the
effectiveness of Japanese language learning through such assignments on Facebook,
based on students’ op
inions and suggestions.
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Table 1.
Table 1 presents the
frequency and percentage
of responses collected from
students at the Thai-Nichi Institute of Technology, providing insights into their
perceptions of this method’s educational value.
Opinions and suggestions
N
Fre
%
Effectiveness of Learning Japanese by Using Assignments through Facebook 115
Opinions
96
83.48
Facebook assignments are good.
33
28.70
The video assignments are interesting.
22
19.13
Don't want to video assignments.
17 14.78
Preferring paper assignments.
12
10.43
Facebook assignments and paper assignments are both of good.
9
7.83
Video assignments makes self-confidence.
3
2.61
Suggestions
19
16.52
Teacher should use more technology at teaching.
8
6.96
Teacher should notice submission deadline.
4
3.48
Teacher should make video of lesson.
2
1.74
Teacher should teach Japanese typing.
1
0.87
The data presented in the table highlights the perspectives and recommendations
of students from the Institute of Technology regarding the effectiveness of utilizing
Facebook as a platform for Japanese language assignments. A total of 115 students
responded, and their input was categorized into two groups: opinions (96 students,
83.48%) and suggestions (19 students, 16.52%).
Among the opinions collected, 28.70% (33 students) expressed that Facebook-
based assignments were beneficial for learning. 19.13% (22 students) found video
assignments to be engaging, while 14.78% (17 students) indicated a dislike for video
assignments. Additionally, 10.43% (12 students) preferred traditional paper-based
assignments, whereas 7.83% (9 students) appreciated both Facebook and paper
assignments equally. A smaller group, 2.61% (3 students), noted that video assignments
helped boost their self-confidence in language learning. As for the suggestions,
6.96% (8 students) recommended that instructors incorporate more technology into
their teaching methods. 3.48% (4 students) emphasized the importance of clearly
communicating submission deadlines. An equal percentage, 3.48% (4 students),
suggested that grammar explanations should be provided via PowerPoint slides in Thai.
Moreover, 1.74% (2 students) proposed that teachers create instructional videos, and
0.87% (1 student) suggested including lessons on Japanese typing skills.
2.
Technology-Enhanced Learning through the JOSHU Platform
To implement innovative pedagogical strategies in Japanese language learning, the
JOSHU (Japanese Online Self-Help Utility) platform was incorporated as a digital learning
tool. Created as an honors project by a student, this platform has been further expanded
and maintained by faculty members to serve as a comprehensive self-learning resource.
The platform offers a range of features designed to enhance students' engagement and
understanding of the language, including:
1.
Grammar references and exercises
–
incorporating video clips and
animations created by students as part of collaborative coursework.
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
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Foreign Linguistics and Linguodidactics
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2.
Interactive Kana, Kanji, and vocabulary learning tools
–
including digital
flashcards, quizzes, and games to support memorization and retention.
3.
Cultural and contextual learning resources
–
such as slideshows, digital
photographs, and video content produced by students
–
providing insights into Japanese
customs and traditions.
By integrating multimedia resources and student-generated content, the JOSHU
platform aims to foster active engagement and independent learning. Its flexible, self-
paced approach allows students to tailor their learning experience according to their
individual needs.
DISCUSSIONS AND RESULTS
1.
Effectiveness of Social Media-Based Instruction in Japanese Vocabulary Acquisition
The experimental procedure and data collection were carried out in several stages.
Initially, participants were administered a pre-test to assess their existing knowledge of
Japanese vocabulary. Subsequently, over two weeks, five Japanese vocabulary lessons
–
each incorporating short reading passages accompanied by vocabulary lists
–
were
delivered through social media platforms. The collected data were analyzed using
statistical methods, including mean scores, standard deviation, percentage, and
independent samples t-tests.
The findings of the study are summarized as follows:
•
The overall Japanese vocabulary proficiency of students at the Tokyo Institute of
Technology was found to be at a high level.
•
A significant improvement in vocabulary knowledge was observed among
students following the lessons, with a statistically significant difference at the 0.05 level.
•
On average, students in the experimental group acquired approximately
3.81 new vocabulary items across the five social media
–
based lessons.
•
The vocabulary performance of the experimental group was notably higher than
that of the control group, indicating the effectiveness of the instructional approach.
2.
Evaluation of the JOSHU Platform in Enhancing Japanese Language Learning
The implementation of the JOSHU (Japanese Online Self-Help Utility) platform in
Japanese language learning has demonstrated significant advantages in enhancing
students' engagement and self-directed learning. Based on the collected feedback and
observations, several key findings emerged regarding the platform’s effectiveness:
•
Increased Student Engagement
–
The interactive nature of JOSHU’s grammar
exercises, video-based lessons, and digital flashcards contributed to a more engaging
learning experience. Many students reported that they found the multimedia resources,
especially video assignments, more interesting compared to traditional paper-based
exercises.
•
Enhanced Confidence and Motivation
–
The integration of student-generated
content, such as animations and collaborative projects, fostered a sense of ownership and
motivation among learners. Some students highlighted that video assignments helped
them gain confidence in using Japanese in real-life scenarios.
•
Flexibility in Learning Styles
–
The variety of learning tools available on the
platform allowed students to choose resources that best suited their individual learning
preferences. While some students preferred interactive digital tools, others expressed a
continued preference for paper-based assignments, indicating the need for a blended
learning approach.
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•
Challenges and Areas for Improvement
–
Although the platform provided many
benefits, certain challenges were noted. Some students suggested that instructors should
incorporate additional technological tools into their teaching methods, improve deadline
management for assignments, and provide grammar explanations in a more structured
format, such as PowerPoint presentations in their native language. Additionally, a few
students recommended the inclusion of video lessons created by instructors to
supplement the existing student-generated materials.
Overall, the findings suggest that while digital platforms like JOSHU play a crucial
role in modern language education, a balanced integration of traditional and technology-
based methods may yield the best learning outcomes. Further refinement of the platform,
including enhanced teacher involvement and diversified content formats, could further
improve its effectiveness in Japanese language education.
CONCLUSION AND RECOMMENDATIONS
In conclusion, the integration of digital tools and media platforms into Japanese
language education marks a pivotal shift toward more inclusive, flexible, and student-
centered learning environments. The findings discussed in this article underscore the
significant pedagogical benefits of utilizing social media, multimedia resources, and
platforms like Facebook and JOSHU. These tools not only enhance vocabulary acquisition
and grammar comprehension but also increase student motivation, engagement, and
self-confidence.
While traditional teaching methods still hold value, they must now be complemented
with innovative strategies that align with the digital habits and expectations of modern
learners. As demonstrated by the improvements in student performance and satisfaction,
digital technologies can effectively bridge the gap between formal instruction and real-life
language use. Moreover, the role of educators is evolving
–
from mere transmitters of
knowledge to facilitators of dynamic, interactive learning experiences. To ensure continued
progress, Japanese language educators should be encouraged to embrace technology-driven
pedagogical approaches, receive adequate training, and remain responsive to students'
changing needs. Ultimately, the successful integration of new media into language
instruction not only fosters linguistic competence but also prepares learners for meaningful
communication in an increasingly digitalized world.
Based on the analysis and findings presented in this article, the following
recommendations
are proposed to enhance the teaching and learning of Japanese
language through new media:
1.
Encourage Teacher Training on Digital Literacy. Language educators should
receive continuous professional development on how to effectively integrate digital tools,
social media, and multimedia platforms into their lesson plans. Familiarity with
technology can help teachers create more engaging and relevant content.
2.
Develop Blended Learning Models. Educational institutions should promote
blended learning models that combine traditional classroom instruction with online
components. This approach offers students flexibility and allows for the reinforcement of
concepts outside class hours.
3.
Utilize Social Media for Language Practice. Platforms like Facebook, LINE, or
Instagram can be strategically used for informal language exchange, vocabulary
challenges, or grammar quizzes. Such use of familiar platforms helps learners practice in
a relaxed environment, increasing motivation and confidence.
Xorijiy lingvistika va lingvodidaktika
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4.
Create Interactive and Culturally-Rich Content. Japanese language programs
should incorporate culturally authentic materials such as Japanese news clips, anime,
YouTube videos, and digital newspapers. This not only enhances comprehension skills
but also deepens cultural understanding.
5.
Promote Student-Centered Learning. Learners should be given opportunities to
create their own digital content, such as blogs, short video skits, or podcasts in Japanese.
This fosters creativity, autonomy, and practical language usage.
6.
Conduct Further Research on Digital Tools. Researchers and educators are
encouraged to conduct more empirical studies on the long-term effectiveness of various
digital platforms in Japanese language acquisition, with a focus on learner outcomes and
teacher adaptability.
7.
Establish Online Learning Communities. Creating online forums or group chats
where students can interact, ask questions, and share resources in Japanese can build a
sense of community and collaborative learning beyond the classroom.
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