日本語会話授業におけるオンライン同期型授業・対面授業での学習者の意識変化

Abstract

The purpose of this study is to investigate and analyze how students perceive their class awareness and the degree of satisfaction and improvement in their Japanese language skills in the online synchronous and face-to-face formats of activity-based Japanese conversation classes. In education in a post-COVID world, it is necessary to realize learning in a diverse environments. In particular, it is necessary to do so effectively in activity-based conversation classes that require interaction between learners and teachers and active language activities. This study analyzes the results of questionnaire surveys conducted in the first semester of the 2021-2022 academic year on students of online synchronous and face-to-face Japanese conversation classes. Resultｓ shows that in synchronous classes, many learners became able to participate without strain over time, due to advantages such as the possibility of real-time communication. In addition, many learners also felt that they were glad to be able to participate in pair and group conversation practice activities as time went on. Finally, it was found that learners found the synchronous classes enjoyable, interesting and gave a certain degree of satisfaction. In the face-to-face classes, many learners had a positive impression of the face-to-face conversation practice. It was found that both beginners and intermediate learners felt more satisfied with output activities such as 'practicing speaking with other students and groups' and 'talking to the teacher' in face-to-face classes compared to online classes. It was also found that learners felt a certain level of improvement in their Japanese language skills in both online synchronous classes and face-to-face classes. However, compared to online synchronous classes, the learners did not feel much improvement in their Japanese language skills even though they were in face-to-face classes.