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When teaching Japanese reading and writing online, I usually start by introducing the kana sound system, helping students hear and repeat each syllable. Then, I gradually introduce hiragana and katakana characters, showing their stroke order and linking each character to its sound. Students practice reading simple words and sentences and writing characters using digital worksheets or drawing tools, while I provide immediate feedback during synchronous sessions. Interactive activities, such as quizzes or matching games, help reinforce recognition and make learning engaging. Regular review ensures students gradually build confidence with both the sounds and the characters.

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I think students learning to type using kana may face challenges related to the structure of the Japanese language. It seems that phonetic distinctions, such as similar sounds (し/じ, つ/づ) and small consonants (っ), can often cause errors. Long vowels and the need to convert kana into kanji might also make typing more difficult. Overall, typing in Japanese feels like both a mechanical and cognitive task that reflects students’ understanding of the language.

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When teaching kanji to beginners online, I start by connecting kanji to meaning using high-frequency, familiar kanji like numbers and basic words, often with visuals or pictures to make them memorable. I also introduce simple radicals, showing how kanji are built from smaller parts, so students can understand them logically rather than as random symbols.

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I personally give students positive feedback to encourage their learning motivation. Most importantly, I try not to directly deny students’ answers. Even if I notice errors, I prefer to ask guiding questions so that students can recognize the mistakes themselves, or I invite other classmates to help correct them.

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I have mainly used well-known tools such as Zoom, Google Slides, and Google Docs to coordinate online classes. These tools have been essential for managing lessons, but I sometimes wonder whether there are other online resources that could help me create more interactive tasks. Through this course, I learned about a variety of new tools and platforms that can be integrated into teaching. Moving forward, I would like to explore how I can incorporate them into my classes to enhance student engagement and learning.

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The most challenging aspect of using Japanese during learner-to-learner interaction is finding enough time for students to interact. This is particularly true in online teaching, where interactions usually take longer than in a face-to-face setting. This concern often influences my lesson planning. For example, I may avoid incorporating peer-to-peer tasks in online classes, while in in-person classes I try to maximize opportunities for student interaction. As a result, my online lessons tend to become more one-sided, with me providing most of the instruction rather than fostering balanced interaction.

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As far as I have observed, many challenges are associated with typing special sounds such as long vowels and double consonants. I believe it is important to provide a clear background explanation of these special sounds so that students understand the reasons behind the spelling, rather than simply memorizing it as-is.

Nowadays, students may have more opportunities to type and chat with friends in Japanese online or to post on social media, so I would like to help them broaden their horizons and express themselves as comfortably and confidently as possible.

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To teach Kana and Kanji online, we can take advantage of the online environment to be creative and use effective tools. I do not yet have extensive experience in teaching kana or kanji, but I believe we can demonstrate stroke order through animated strokes (using tools like those introduced by Nozaki-sensei), show how each kanji is formed, and present familiar or useful vocabulary containing the kanji on screen (with authentic materials like menu/ads). Students can then practice on their own, whether through handwriting or using an iPad, whatever way they are comfortable with.

I learned from Luft-sensei the importance of taking time to explain radicals, as this can help students read kanji more effectively later on. I also found Saito-sensei’s ideas about mini-quizzing students—such as using Google Forms and the game “Waterfall”—very practical. In particular, the Google Forms mini-quiz, where students see hiragana or katakana and must know how to spell them, is something I would be very interested in trying in my future classes.

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I would teach both systematically and practically by introducing some background information about the writing system (as Nozaki-sensei mentioned) and by using familiar words that students might already know.

In the beginning, it can be difficult to connect sounds and characters, but I believe that if students rely on romaji from the start to learn how to read (as Saito-sensei mentioned), it may negatively affect their pronunciation and delay their reading acquisition. Therefore, I aim to avoid using romaji at any level, so that students can smoothly connect sounds and characters from an early stage.

For practice, I was impressed by the variety of tools I could incorporate, such as those introduced by Kobuke-sensei. I would like to study these tools further and begin integrating them to maximize student learning and better accommodate different learning styles.

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I think one of the unique and challenging aspects of typing Japanese Romaji is that pronunciation and typing don’t always match. As one of the panelists mentioned, even a simple word like おはよう can be typed in different ways - such as ohayou, ohayo, or ohayō. I’ve also noticed that typing styles can vary depending on the teacher, which can be confusing for students. Personally, I find it interesting that the spelling Tokyo has spread internationally, rather than the more accurate Toukyou, or Tōkyō. Still most people seem to pronounce it correctly. In addition, students have to memorize how to type exceptions, like the small つ、や、ゆ、よ. These characters require specific input combinations, such as doubling consonants for つ or typing “kya” for きゃ. This can be tricky at first since it doesn’t always match what they hear.

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For Kana, I would begin by reading together with the students while sharing my screen to show the stroke order. There is an online resource that demonstrates the stroke order of Hiragana automatically. I would also write the characters myself and explain the stroke order on a whiteboard. After that, students can practice writing on the whiteboard. While they practice, I would give small feedback. It might not be perfect using whiteboards, but I believe it’s both useful and fun for the students.

For Kanji, I would explain the meaning and structure of each kanji, often by showing images or visual stories that illustrate how the kanji were created or what they represent. Since learning kanji can be difficult, using visual aids can make them more memorable.

For both Kana and Kanji, I like using authentic materials to demonstrate how the kana and the kanji are used in real-life contexts.

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I would start with the Japanese sound system, as some panelists mentioned. I’ve noticed that many students struggle to recognize Japanese sounds because the Japanese sound system differs significantly from English. The goal of starting with sounds is to help students train their ears to become familiar with how Japanese sounds. At the same time, I introduce the basic Romaji system, which helps students understand the connection between sounds and spelling of Romaji. This also supports their ability to type in Japanese, especially for completing online assignments. Once students become comfortable with the sounds, I begin teaching hiragana using picture-based aids to make learning more engaging and memorable.

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I often ask my learners to type a self-introduction in Japanese on Google Docs, so I can see how they type. if they misuse the particles,は、わ I can correct them immediately.

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Usually, I put the targeted kanji on ちらし、メニュー from the internet onto my slides so that the learners can feel kanji as the native speakers see it in daily life, just like in Japan.

They can read them, and they can learn cultural context from the usage of kanji.

Luft Sensei mentioned that tools are helpful to teach how to write kanji, which is what I usually do on the Zoom whiteboard. I feel it is not perfect to show learners 止め、はね。

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As Luft sensei said, I start from the sound system first, and reading and writing are the second stage. As I am using the Nihongo Now for my students, the textbook introduces the RW at the end of the first textbook I, and I like the way they introduce culture and RW.

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One of the key challenges is understanding the relationship between phonemes, syllables, and written forms. To use kanji effectively—even in digital communication—it’s not enough to simply know the readings; learners must also be able to input them accurately. This underscores the importance of mastering basic typing skills and understanding how Japanese input systems work.

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I would like to introduce apps that support kanji learning and explain the meanings of radicals, helping learners to guess the general meaning by looking at the shape. Understanding that kanji are made up of parts can lower the barrier to learning them. I also sometimes let learners compare sentences written only in hiragana with those that include kanji, so they can experience how kanji make reading more convenient.

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One possible approach is to begin by recognizing sounds and shapes, and teaching the basic stroke order. There may also be discussions about whether to start with hiragana or some katakana. I believe it’s important to take advantage of online learning by using various apps to make the process enjoyable and help learners retain what they’ve learned effectively.

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Challenges Students Face When Typing Katakana

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Challenges Students Face When Typing Katakana

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This question takes me back to when I studied Japanese. I learned Katakana characters, but did not have to type them. The advent of technology makes learning Japanese seem so challenging. As a result, I am glad to learn from Sensei panel members the challenges some student currently experience.

Nozaki Sensei once said, and I summarize, that acquiring the Japanese sound system is key to eliminating challenges. I agree. Kobuke Sensei says students need to distinguish when to write in Hiragana and Katakana. For Saito Sensei, Romaji does not always connect with the sounds in Japanese language. Calling Romaji “training wheels”, Saito Sensei lets us know that the system affects learning. Thank you, because I learned to write Hiragana using Romaji sound equivalents. I now have learned that the sound connection is not always equivalent. In my Japanese class, we focused on reading and writing and not speaking or listening. Luft Sensei ensures his students write Japanese language so that they can pass the “handwritten test” whose Japanese characters in sentences must look good to pass. The focus on writing is awesome, but I wonder about the spoken Japanese.

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Teaching Katakana and Kanji in Online Japanese

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Teaching Katakana and Kanji in Online Japanese

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I do not and cannot teach Katakana and Kanji in online Japanese. I am an English teacher. I am not at a disadvantage though. That is why I have joined this awesome Workshop. Various Sensei have provided me with valuable insight on how to do this.

In summary, Sensei Luft teaches handwriting with an IPad and Apple Pen to teach Kanji. This is very illustrative. When I took my first Japanese class in college, there was no technology. It was in-person with a book, paper, and pen. I can relate to Sensei Luft’s demonstration of “Kanji clues.”

Nozaki Sensei teaches Katakana and Kanji online through feedback to let students know how they are doing. Practice time is given to students to perfect their writing. Nozaki Sensei asks students how they practice to memorize the characters and have learned that many use apps and technology.

Kobuke Sensei uses awesome technology and shared them in the session—Wordwall is used to teach writing and listening. Extempore is used to teach Kanji. Traditional practices in conversations and reading are also offered to students in class.

All of the pedagogical knowledge shared by the Sensei panel is so valuable. Based on what I have learned thus far, I could use the contrastive analysis method to teach students similarities and differences between English and Japanese.

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Teaching Reading and Writing in Online Japanese - Victoria Batten

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Teaching Reading and Writing in Online Japanese - Victoria Batten

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I know how to teach reading and writing in online English classes but not in online Japanese classes. I am willing to learn though, and this is why I am so interested in the 2025 Japanese OLP Workshop. However, based on what I have learned from various sensei, I can discuss their ways of teaching online Japanese:

I start with their favorite comments which provide a visual classroom for me. Then, I discuss their pedagogy, which I would emulate and implement in an online Japanese class.

Saito Sensei - the use of various platforms, the flipped classroom, uses a middle school pedagogy with college students

Saito Sensei - starts with Hiragana’s sound system; uses Hiragana Sensei to facilitate the self-paced study in Japanese; I want to study Japanese using Hiragana Sensei.

Nozaki Sensei - seeing all students’ faces on the screen and not having to move around; facilitates using power point slides for all students to see

Nozaki Sensei - teaches reading and writing in online Japanese starting with the inventory of sounds and graphics. Using the White Board, Nozaki Sensei can illustrate strike order, length, and endings, which I believe is the morphology. I like this pedagogy because it starts with the phonology, endings (morphology), and syntax of Japanese. In the teaching of English reading and writing, I too start with their favorite sounds, endings, an sentences.

Kobuke Sensei - being able to use the latest tech in the online environment; creating activities

Kobuke Sensei - begins teaching reading and writing using the Hiragana Chart; discusses how Japanese is pronounced similarly to Hawaiian. This similarity would facilitate my learning and teaching Japanese. I have a very good handle of reading and writing Hawaiian; Kobuke Sensei uses Nearpod and memory games/matching activities for teaching writing, including Flashcards

Luft Sensei - providing accessibility to students who otherwise may not have access to learning Japanese

Luft Sensei - starts teaching reading and writing in Japanese by immediately getting students to communicate in the target language; provides authentic texts to identify Hiragana, Katakana, and Romaji; allows AI tools to help students learn at the beginning. I believe that this practice helps students learn well because I allow students to see an original draft after AI has revised/summarized it only for them to realize they liked the original.

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I always try to give positive feedback first, and then give suggestions by using grammatical items that we have just learned. Also in English we use "I think" however we japanese use most of the time it is notmal to say '-のような気がします" or 「ーかもしれませんね」when giving suggestions in order not to disgrace others.

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The discussion on challenges students face when learning to type using kana reminded me how technical and cultural factors are closely linked in Japanese language learning. One practical barrier is simply installing Japanese fonts, which can be complicated by device ownership issues or parental restrictions. I was grateful to learn from Saito sensei about the Google Input Tool, which works as a browser extension and does not require installing new apps—this could remove a major obstacle for many students. Understanding the sound system is crucial for typing, yet particles like は (topic marker) and を (object marker) are tricky because their pronunciation differs from their written form. Students also face challenges in moving between hiragana, katakana, kanji, and romaji systems, especially without cultural background knowledge. Pronunciation habits, such as dropping the “u” sound in です or ます, can also cause mistakes in typing, and long vowels require careful attention. I was reminded of the importance of teaching not only the mechanics of typing but also the societal perspective—such as the professional expectation of correct kanji use in Japan—and even practical constraints like state bans on certain apps (for example, Quizlet in New York). This reinforced for me that teaching typing skills in Japanese is not just about keystrokes but about preparing students for real-world communication contexts.

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I teach upper level writing course (not online though). All the students type their writing assignment or blog posts. They are advanced level learners, they do not have issue typing, but I see many typos or wrong Kanji choice as common mistakes. In our university, first and second year students do hand-writing, and third year above do typing.

When I used to teach first year, we had a typing workshop day in one of our class schedule in a term. Everyone goes to a computer room that day and practice typing together. But we do not do that anymore as we figured most students can figure out on their own now with all the available resources.

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In my current music course that I am teaching online (this is the only online class, other regular classes are in-person mode) , I do not teach Kana and Kanji. When I was doing synchronous zoom teaching during the Covid, I used the movie of each Kanji/Kana. After introducing how to read Kanji and what it means, I play the movie and have students write Kanji on their notebook. I also used a small physical white board and write Kana and Kanji on it and show them to students.

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My online course is teaching Japanese language and culture through using Japanese music and open to all levels of learners. This class is for those who already know the Hiragana, Katakana and a little bit of Kanji, so I do not teach writing system in this course. But for example per reading practice, I make group of three or four (different proficiency level of students) in break out room on zoom and have them read the lyrics from a music and translate each stanza. We use google doc so we can see each group's progress.

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When thinking about how to teach kana and kanji in an online environment, I appreciated how the panelists emphasized connecting the sound system to typing skills, so that students develop both recognition and production abilities from the start. I liked the idea of using a gesture-of-meaning game for kanji, which adds a physical element that can be especially helpful for kinesthetic learners. Tools like Anki, VoiceThread, and Quizlet were recommended for vocabulary and character practice, and I can see how these can be integrated to suit different learning styles—visual, auditory, and kinesthetic etc. Publicly giving feedback on homework in the next class was also suggested as a way to reinforce learning for the whole group. I found the word wall activity for creating anagrams and the inclusion of example practice conversations to be creative ways of applying kana, kanji readings, and vocabulary in context. This discussion made me think about how I can design a balanced approach that not only covers hiragana, katakana, and kanji reading, but also keeps students actively engaged through varied and personalized activities.

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In the discussion on how to start teaching beginner reading and writing in online Japanese courses, I was struck by how many creative tools and approaches the panelists shared. Ideas like using Letter AI, the Bimini app, H5P activities, and memory or drag-and-drop games can make the process of learning hiragana much more engaging. I liked the suggestion of introducing the background of hiragana and stroke order early on, as well as drawing comparisons between the alphabetic system in English and the syllabic system in Japanese to help students grasp the difference. The recommendation to teach 5–10 kana per day, paired with review activities students can complete at their own pace, seems like a realistic yet steady progression. I could also see the value in using Zoom’s whiteboard and a document camera for live modeling of characters, which can replicate some of the benefits of in-person handwriting instruction. This session made me think about how to create structured modules with clear goals so that my students not only learn kana but also retain and apply them confidently in later lessons.

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Since all my students learn how to write hiragana, katakana, and kanji by hand, typing has not been a focus in my classes. However, after this workshop, I have started using Padlet and realized I need to teach all my students how to type in Japanese. This will be challenging because typing in hiragana and katakana involves using the alphabet, which can be confusing for beginners. Additionally, some students rely on auto-correct, so I need to encourage them to avoid using it to improve their typing skills.

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For kanji, I usually start by teaching pictographic characters, then move on to indicative kanji, followed by compound kanji, and finally phonetic-ideographic kanji. This step-by-step approach helps students understand the structure and meaning of kanji gradually.

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For teaching beginner reading and writing in online Japanese courses, especially hiragana, I start by teaching pronunciation and stroke order. I also use picture-based hiragana cards, similar to the approach used by Saito-sensei, to help students remember the characters more easily. For katakana, I use real menus from familiar places like McDonald’s or Starbucks so students can recognize katakana words that come from English.

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I share homework or classwork and encourage other students to read and explain the meaning of sentences. When there are grammar mistakes, I ask if anyone knows the correct answer. I ensure that the classroom atmosphere accepts mistakes as a natural part of learning, so students feel comfortable participating and no one feels excluded.

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I always stay informed about the latest available technologies and what other teachers are using to engage students effectively. As teachers, it is important for us to be knowledgeable about all available teaching support technologies and to implement them in our lessons. Attending seminars and workshops on these topics definitely helps me stay up-to-date and improve my teaching.

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One of the biggest challenges I face during learner-to-learner interaction in Japanese is that students often feel shy about speaking and communicating with each other, including advanced students. As a result, they tend to switch to English. Therefore, my challenge is to cultivate a warm and supportive environment that encourages students to speak more confidently in Japanese.

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I choose materials based on what I used at a Japanese language school in Japan. Usually, these materials support the topics I plan to teach and are proven effective for learners. I also make sure the resources are suitable for the students’ level and easy to use in an online setting.

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When students read, I help them find words and grammar they know. If they don’t understand, I ask them to guess the meaning. For advanced students, I explain in easy Japanese.

When students write, I ask them to show me their work after they finish so I can help fix mistakes.

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The biggest challenge for students learning to type using kana is figuring out how to convert each sound into the correct keyboard input. To address this, I provide a standard typing chart commonly used in Japan to the students before the course begins, asking them to print it out and keep it handy.

This chart serves as our universal reference point. When a student types a character incorrectly, I can simply point to the correct entry on the chart to explain their mistake. This method ensures everyone in the class learns from the same visual guide, making it easy for students to understand their errors and the correct solutions.

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When teaching hiragana, katakana, and kanji online, it is important to combine digital tools with a systematic approach tailored to each writing system.

First, hiragana should be introduced in stages, group by group, using online quizzes and digital whiteboards to reinforce reading and writing.

For katakana, use familiar topics like country names, store names, and names of family or friends to keep students engaged.

Next, for kanji, the key is not rote memorization of individual characters, but to introduce them within words and context. Start with common kanji and use radicals and mnemonics (stories) to help students understand the meaning as you go.

By combining these methods, you can leverage the advantages of the online environment to guide students in mastering Japanese characters without overwhelming them.

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The most challenging part of teaching online is making students more interested in the online class than in-person classes. We can use many tools, but as teachers, we need to know the best tools to engage our students effectively. We also need to stay on top of the latest methods.

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A staged approach is key to teaching beginner reading and writing in an online Japanese course. I first explain the unique characteristics of the Japanese language, and then we begin acquiring hiragana and katakana. Since our school uses the GENKI textbook, where kanji appears from Lesson 1, I make sure to get students accustomed to reading sentences that include kanji as early as possible.

I also emphasize the importance of mastering hiragana by explaining its role as furigana (the small hiragana above kanji). By the end of the semester, students will learn about kanji meanings, radicals, and the difference between on'yomi and kun'yomi readings.

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Providing Feedback:  Encouraging Student Engagement in Learner Interaction in the Online Environment

I provide students with feedback in real time and privately in online conferencing.  I find that online classroom time set aside for feedback encourages student engagement in learner interaction.  I first share with students generally the good news about their reading, writing, speaking, and thinking.  I then share the not-so-good news.  This practice does not target or isolate any student in general.  As a result, students engage in learner interaction when they are asked to read the Microsoft word comments on their oral or written speech, essay, exercise, and/or assignment; then in the online classroom, time is set aside for students to address some of the not-so good news in their own work and to brainstorm ways to eliminate these issues in an online Canvas post for further discussion.  As students become aware about their issues, improvements, and mastery through my feedback, more of them are encouraged and find interaction helpful to their and their classmates success in the online environment.  The key is to encourage students to interact not just for themselves but also for others in the class.

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Keeping Resources in Mind: Incorporating Online Educational Resources in Canvas to Successfully Facilitate Synchronous Activities

Before I incorporate an online resource like a textbook from an Open Educational Resources (OER) into a Canvas course I will be teaching, I first read the resource’s information on copyright and licensing.  This information is useful because it grants restricted, limited, or free use of the resource with preferences on how to cite the source in the Canvas course.  If allowed to link the OER textbook into my course, I will.  The online OER textbook can successfully facilitate synchronous activities.  The Table of Content in many online OER textbooks provides links to specific chapter information related to the synchronous activity, allowing students access to the content necessary to engage, interact, and succeed together on graded poll quizzes over the content in real time, to share their oral and written responses to textbook questions related to the content, and/or to engage and interact in group chats over the content.  An instructor-generated course outline guides students’ completion of the required content reading of chapter links related to the activities.

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When giving feedback as a teacher, I try to provide clear and supportive comments that help learners think about their next steps. Although some studies suggest that emotionally supportive feedback does not contribute to learning outcomes, I personally believe it can be effective, and I agree with the idea of using the 'sandwich approach.' I also incorporate peer comments to encourage learners to notice and reflect on each other's work. Receiving feedback from multiple people can lead to various insights, which I believe helps promote learning.

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I’ve found that using tools such as spreadsheets and Google Documents is very effective, especially with larger groups of students. These tools allow learners to share their work instantly and enable instructors to track progress and give timely feedback or new instructions when needed. What struck me was that even with the same tools, shifting the way I approach their purpose can lead to different kinds of learning effects. The panel also introduced other useful ways to apply these tools, which I found very insightful.

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One of the biggest challenges in encouraging learners to use Japanese during peer interaction is activating engagement in breakout room activities. While I clarify what students are expected to do during the breakout sessions, I’ve realized that it’s also important to make clear what they will do after returning to the main room. Sharing outcomes with the whole class can be one effective solution. Although turning on the camera is generally expected, there are participants who are unable to do so, which makes communication more difficult.

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I believe feedback is a key element in helping students improve their language skills. I try not to control or limit student interaction; instead, I focus on encouraging students to speak up and build their confidence by reinforcing the idea that it's okay to make mistakes. After a few phrases or an interaction, I provide feedback-not just to individuals, but also to the whole class.

For intermediate to advanced students, itʻs especially helpful to introduce peer feedback. I ask students to give each other feedback first, followed by feedback from the teacher. This process enhances their language awareness and supports deeper learning.

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Teaching online classes can be challenging at times. However, I truly appreciate how technology- such as Zoom and Google Meet- has evolved to make this possible. One of the unique advantages of online classes is the ability to connect students from all over the world. Since the shift to online formats for some Japanese classes during the COVID -19 pandemic, students from all over the world have been able to participate. This format offers greater flexibility in attending classes. As one of the panelists mentioned regarding cultural exchange, technology also facilitates access to more native speakers living in Japan. Additionally, tools like Google Slides, Docs, and Jamboard are especially useful for engaging students in interactive activities and for quick checking the accuracy of their writing.

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Students often struggle with typing kana due to confusion about romaji input rules, such as knowing how to type sounds like “shi” or “tsu.” Double consonants and long vowels can be tricky, especially when learning to type small っ or extending vowels correctly. Many students accidentally type in the wrong script, like katakana or kanji, because of IME settings. Keyboard layout differences and switching between input modes can also create technical difficulties. Finally, over-reliance on predictive text can prevent students from fully learning how to type and recognize kana on their own.

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In my online Japanese classes, I teach kana and kanji through a structured, step-by-step approach using small character sets and interactive tools. Students learn stroke order, pronunciation, and typing with support from videos, worksheets, and apps like Quizlet and Nearpod. I incorporate plenty of practice through games, discussions, and reading/writing tasks using learned characters. For kanji, I focus on teaching meaning and usage in context, supported by visuals, spaced repetition tools, and short reading activities. Regular feedback and scaffolded practice help students build confidence and retain what they’ve learned.

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One of my biggest challenges when using Japanese during learner-to-learner interaction is getting students to consistently stay in the target language, especially in breakout rooms. Many students, especially beginners, tend to fall back on English when they feel uncertain or want to clarify something quickly.

Another challenge is that some students feel shy or anxious speaking in front of peers, particularly in a synchronous online setting. To help with this, I give them time to prepare in advance, pair them with supportive partners, and use low-stakes activities like games or collaborative Google Slides tasks to keep the tone light and engaging.

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In my online Japanese courses for beginners, I start teaching reading and writing by introducing hiragana first, using a structured and scaffolded approach. I break it down into small, manageable sets (usually 5–7 characters at a time) and provide multimodal resources like stroke order animations, pronunciation audio, and writing practice sheets.

I also assign speaking and typing tasks early on, using tools like Google Docs or typing quizzes, so students can get comfortable with IME input. To build confidence, I use lots of praise and feedback, and encourage repetition and review through fun mini-games or challenges.

Once students are comfortable with hiragana, I introduce katakana, then gradually move to basic kanji tied to vocabulary they’ve already learned. Everything is paced intentionally to reduce overwhelm and maximize retention.

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As an online teacher, I provide feedback in a way that supports student growth and encourages participation in learner-to-learner interaction. I focus on positive, timely, and specific feedback that highlights what students did well before gently addressing areas for improvement. For example, after a breakout room activity, I share group-level observations like, “Great job using the target expressions!” followed by a suggestion such as, “Next time, try using a follow-up question to keep the conversation going.”

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As an online teacher, I use a combination of Google Slides, Zoom, and embedded LMS tools to successfully facilitate synchronous activities. During live sessions, I share interactive Google Slides that guide student conversations and tasks, ensuring everyone has visual prompts and language support. I often use breakout rooms to maximize learner-to-learner interaction, and I provide scaffolding in the form of chat mats, target vocabulary, and sentence starters.

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I usually give my written feedback to each student's written/audio recording/video assignments online. For some assignment, I will have my students give feedback to other students ( I would say, at least 2 of your classmates). For the first time, I tried peer review for student's writing assignment last term. I was surprised to see how many students liked the peer review/ feedback. I think it worked well as it as an advanced level writing course.

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In response to the third question about giving feedback while encouraging students to participate in learner interaction online, I found the panelists’ approaches both practical and adaptable. Suggestions included sending video feedback, pairing students to visit a tutor together, using a Google Form rubric, and applying the sandwich method to balance praise and constructive suggestions. I especially liked the idea of sharing certain feedback with the whole class so everyone can learn from common challenges.

Some senseis emphasized creating a safe environment where students can come out of their shell. This includes giving the correct answer along with the explanation of why, and paying attention to cultural and linguistic nuances. For Japanese specifically, this could mean explaining gender-specific pronouns, teaching the cultural use of expressions like ありがとう, or guiding students on natural 相槌 and appropriate alternatives to あなた in questions.

As a native instructor of Japanese, I realize that knowing what is difficult for EFL learners is both challenging and essential. The discussion reminded me that effective feedback is not only about correcting errors but also about helping students notice patterns, understand cultural context, and feel confident enough to try again in future interactions. I want to be more intentional in integrating these elements so my feedback supports both accuracy and engagement in the online learning environment.

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Listening to the second question about using technology in synchronous activities made me reflect on how I can structure my own online classes in the future and what I could do differently. Some ideas were familiar, like using Padlet or discussion posts in Canvas, but others were completely new to me. The Owl Camera, for example, was something I had never heard of before, and it made me think about how much more dynamic my sessions could be with better tools for capturing interaction.

I was especially interested in the way Nozaki sensei uses Google Docs for online debates, having students prepare both opening and rebuttal statements. I could see how this format not only promotes critical thinking but also creates a concrete record of their ideas, which could be revisited later for reflection or assessment. Shadowing with a shared note also struck me as a simple but effective way to keep students engaged while practicing listening and speaking in real time.

Hearing about the drag-and-drop activity, Nearpod for individual feedback, and the Zoom whiteboard reminded me that I sometimes fall back on lecture when I could instead design activities where students are producing language. The reminder that synchronous sessions should be real practice—not just information delivery—really resonated with me.

I left the session with a clearer sense of how I want to approach my own teaching: reducing my talk time, building in more interactive elements, and experimenting with debate, collaborative writing, and structured reflection. My goal is to make technology an active partner in communication, not just a backdrop for it.

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Google slide/doc/forms are my go to! I use google doc when I have my students translate the music lyrics. I put them in zoom breakout rooms and have them work on the translation with group members. I can still stay in the main room, but I can see the progress of each room by looking at the google doc. When I see one of the groups is struggling, I can join their breakout room and check in with them.

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I think using the zoom breakout rooms, students can interact in Japanese just like we do in in-person class. I think the biggest challenge is how the instructor can monitor their activities in the breakout rooms. We can go into each room and check in, but it takes time. I learned using "class" platform that was introduced yesterday, we can monitor all the breakout rooms at one time? I'd like to try that!

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In yesterday’s session, the first question addressed the biggest challenges during learner-to-learner interaction in online settings. The panelists shared practical strategies for overcoming these challenges, and I found several points particularly valuable.

One key theme was the importance of transferring effective in-person practices to the online environment. Examples included designing communicative strategies using Google Slides and encouraging students to track their language use with self-awareness checklists, such as counting how many target sentences they used in breakout rooms. I appreciated the emphasis on focusing on growth rather than perfection, which helps lower student anxiety and keeps them motivated.

When visiting breakout rooms, the advice was to encourage rather than police student behavior, creating a safe space for participation. Several panelists recommended preparing students with AI-based practice before live sessions, and using tools like Padlet for asynchronous engagement. Activities such as “true or false” self-introductions, peer evaluation, and even memes were highlighted as fun and engaging ways to promote interaction.

Allowing enough time for students to talk was another important point, as rushed activities often limit authentic communication. I was also intrigued to learn that some teachers are experimenting with chatbots to support interaction. If I have the opportunity, I would like to explore this approach further.

Overall, the discussion inspired me to incorporate these ideas into my own teaching by focusing on intentional design, positive reinforcement, and using a variety of interactive tools to enhance meaningful peer-to-peer communication in my online classes.

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Challenges during learner to learner interaction

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Challenges during learner to learner interaction

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One of the biggest challenges is ensuring that every student actively participates in conversation activities, whether in breakout rooms or the main room.

In breakout rooms, the teacher cannot share their screen so students often struggle with knowing what to say or how to say it. As some panelists mentioned, providing a list of key words or prompts is a smart idea - it can help students initiate conversations more easily. When I observed some breakout rooms during conversation practice, I noticed common struggles among students, such as nervousness and uncertainty about who should speak first.

Another difficulty is the timing of speaking up, which applies to both breakout rooms and the main room. Since students are usually muted, they need to unmute themselves to speak, and this can create awkward timing. Sometimes, both students and the teacher try to speak at the same time. Managing the timing of speaking turns is definitely one of the key challenges during interactive sessions.

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Whenever I give feedback, whether to the whole class or to individuals, I always begin with a compliment, offer suggestions for improvement, and end with another positive comment—just as Nozaki-sensei mentioned. Feedback can take the form of direct advice from the instructor, but in some cases, especially when the mistake is common or directly related to the target grammar or expression, I ask the class how they think it could be corrected.

When I pose such questions, I usually say, “Does anyone have an idea?” rather than “Who knows the answer?” in order to lower the pressure and encourage students to speak up, even in the online setting. Alternatively, I may ask students to discuss the correction with a partner first, giving them time to think and work through the error together. I try not to provide the correct answer immediately; instead, I give students hints and time to take initiative in processing the feedback and working toward improvement.

For writing tasks, I sometimes give whole-class feedback by summarizing and categorizing well-used expressions, common errors, and “plus-alpha” expressions that can take their writing to the next level. This approach helps advanced students continue to grow, while giving struggling students clear guidance on how to improve and master the basic goals set for the task.

I was genuinely surprised and inspired to hear from several panelists that feedback doesn’t always need to be in written form—it can also be delivered via video, audio, or text. Moving forward, I want to be more intentional in choosing the most appropriate format for feedback depending on the nature of the task.

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I have used tools such as Google Docs/Drive/Form, Zoom features like Whiteboard, "Chat to All" and private chat, Kahoot!, PowerPoint, and more—depending on the purpose and nature of the activity—both as a learner and as a teacher. I am also eager to explore the new tools introduced by today’s wonderful panelists and begin incorporating them into my future classes.

This may be slightly different from traditional technology or online resources, but I have also used Instagram as the main platform for a course, which received very positive feedback from students. In that course, teachers created two original Instagram accounts—one used by instructors to share engaging posts and useful expressions, and another for students to post their own content based on given topics. Through a series of small, step-by-step tasks, students were able to design individual posts, write captions, and comment and reply in the comment section, all in Japanese.

More importantly, they gained confidence through the process of creating social media content and interacting with classmates in Japanese.

Even though the course ended some time ago, I still see some students using Japanese on their personal social media accounts. This experience made me realize the potential of using social media as a meaningful tool for language learning.

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One of the biggest challenges I face as a teacher is encouraging students to actively use Japanese during peer-to-peer interactions, especially in breakout rooms or group activities where the teacher is not always present.

When I was an undergraduate during the COVID period, online classes were new, and one of my non-language courses required a lot of discussion in breakout rooms. In those sessions, some students only spoke when the teacher popped into the room, and only a few were truly engaged in the conversations.

From that experience, I learned that designing activities that naturally spark learners’ passion to speak and use Japanese—regardless of whether the teacher is present—is ideal. As a teacher, I need to create tasks that intrigue learners’ curiosity. For example, as Maeda-sensei mentioned, classroom activities like “Two Truths and a Lie” are effective in promoting interaction.

Besides task design, I believe learners must feel comfortable interacting with each other, which requires building a supportive and inclusive learning community. Starting community building from the very first class of the semester is crucial, and I want to explore ways to create an inclusive and welcoming atmosphere.

Additionally, as several panelists pointed out, providing students with expressions related to communication strategies is especially useful. I want my students to actively try these out because online interaction can make it harder to read others’ feelings.

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In early levels, our program emphasizes the various types of 相槌 e.g., そうですか、そうですね. Adopting this, I try to use Japanese in giving feedback during the student presentations of their partnered practice, such as saying いいですね. This gives students more exposure to how sentence final particles like ね (and other times よ) can be used for assessment (in the 'social action' sense of the word)!

Writing and reading feedback is much harder to give feedback on synchronously, but I do think that having classes online and using GoogleDocs have been useful when I have taught online. I also liked the idea from the previous panel that discussed harnessing AI for communication practice and feedback giving, so I may look into this more!

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Using an online whiteboard has been an up and down experience for me ( for reasons which I discussed in my previous posts).

Other technology that I have had some success with has been Discord, which is a hub typically used for gaming. A lot of students who do sign up for online classes are familiar with Discord and use it regularly, so using what learners already use and leveraging it for building an online language learning community has been very rewarding, both for students by allowing them to interact outside of Zoom, get help from peers, and bonding over language learning, as well as myself, who can monitor what they may report to struggle with and their language learning anxiety.

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I think the biggest challenge in getting language use out of learner peer interaction is that students can feel very isolated when putting them in breakout rooms. As opposed to the classroom, where learners can overhear each other talking in pairs, breakout rooms are truly isolated spaces where learners only get to interact with their breakout room partner. Part of overcoming this is doing what Maeda-sensei talked about - floating between breakout rooms - but also is allowing students to share or present what they've accomplished in the breakout room and to invite reflection on their time together (e.g., what went well? what was difficult?). Having students present may make them feel pressure, but that same pressure motivates them to pay close attention to what the activity is about.

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I always try to encourage learners cheerfully, give them verbal compliments, and immediate response. Today as Kobuke sensei taught us that a recorded feedback is also a great way to remind the student. Moreover, I think students are very sensitive to teachers' feedback because they want to get A plus. Speaking of feedback, one of my students asked me how Japanese people give compliments, what kind of words we often use in that kind of situation: 頭の回転が速いですね . This phrase make my students very confused and feel funny about cultural differences. Also, I often tell my learners that there are the cultural descriptive phrases in Japanese which learners have to guess where it is a compliment or negative feedback in case teachers use those words: 結構ｖｓ思ったより. While I give feedback to students, we can bring it into cultural contexts.

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I always try to play a part of moderator during my online session, and let the students talk more. First I do a lot of Teacher-Students(T-S) drill by using a dialogue, gradually shift it to Student-Student (s-s) talk and then come to Student-Teacher (S-T)mode. Starting by the dialogue but gradually they have to give their own thoughts or opinions during their interactions. In this way, learners can describe themselves who they are in the target language: that is the intermediate goals.

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In my synchronous session I use PPT or Google slides which there are minimum words but a lot of pictures to elicit students' talk or opinion in Japanese. Those are perfect interpersonal learning, but today I learned that there are may opportunities to use online tools such as Booket ad Nearpod to implement that learning mode.

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I provide feedback in a way that not only corrects mistakes but also actively encourages students to participate in learner interaction. My goal is to create a psychologically safe and collaborative environment.

First, I use the private chat function for individual writing assignments. This allows students to receive direct, personal feedback without feeling the pressure or fear of making a mistake in front of their classmates. This approach has proven to increase their willingness to take risks and experiment with the language, which is vital for successful interaction.

Next, I utilize a collective feedback loop where everyone learns from each other. After students submit their assignments privately, I read the submitted answers aloud to the entire class. Without identifying individuals, I point out common mistakes. This turns individual feedback into a group learning opportunity. I then give hints and use simple icons to guide students to the correct answer.

This method effectively promotes interaction by fostering a sense of community and mutual support. Students are motivated to help each other and actively participate, knowing that their classmates' progress affects the entire group. This process shifts the focus from individual performance to collective achievement, allowing students to participate in online communication more confidently and proactively.

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I use PowerPoint to share textbook content and practice problems, visualizing them on screen to deepen student understanding. During a session, if a student has a question, they can use the "raise hand" feature. I then clarify their point and, if needed, re-explain the concept in a different way.

I also make extensive use of Zoom's chat function. For writing assignments, students submit their work to me privately. This removes the pressure of public submission, as many students, similar to those in Japan, prefer not to make mistakes in front of their peers. I read each message aloud (without naming the student), point out errors, and send a hint with an icon. Students listen to the feedback, correct their own mistakes, and resubmit their work. We move on to the next problem only after everyone submits the correct answer, and this method has been very successful.

Occasionally, I use the whiteboard to visually demonstrate the difference between casual (tameguchi) and formal language, using examples from the textbook and daily life. For beginners, I type sentences with kanji but add furigana (readings). I also explain the meaning of both the kanji and the okurigana (inflectional endings) to help them naturally understand the function of each part.

Finally, to break up moments of low energy, I use pre-prepared Kahoot! quizzes to refresh the mood and boost student motivation. I always have about 10 questions ready for each lesson, which I use whenever I feel the class needs a change of pace.

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I think the requirements for implementing a technology into my online classroom, aside from being relevant to language learning, has one core requirement, which is that it has to be relatively accessible to students. The reasons for implementing different technologies into the online classroom can be diverse - building a language learning community (a 'community of practice'), directly assessing students' language ability, or resources that provide practice for language input and output. The main thing is that it can be cohesively implemented in the classroom and learning experience of students. I have tried in the past to use online whiteboards, which when work well are an amazing addition to the lesson. However, there has been several times where glitches (e.g., the previous lesson's whiteboard being inaccessible or wiped from the system) have rendered lesson plans completely botched. So this is my main criteria.

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In contrast to in-person teaching, helping students read and write online seems easier through software like GoogleDocs. Unlike in-person writing, where only one student can attend to a written object at one time, GoogleDocs lets students simultaneously attend to a single document and see in real time how that document evolves. So, for writing, GoogleDocs has been really beneficial for my students when I have had to teach online (but also in person!).

As for reading, I typically have students read before class (e.g., flipped-classroom organization) and then read singular sentences aloud during class time. I have basically transferred this exactly 'as is' to teaching online, although I do think there's a lot of room for growth. For example, this workshop series made me think about how GoogleDocs could also be used for reading, such as through the highlighting and commenting features.

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I think making teaching engaging is difficult in online formats because teacher's need to have the dexterity to navigate technology-based activities as well as guide students in using them. With in-person techniques, there is a lower barrier to entry for helping students engage in activities (e.g., using a whiteboard and markers, making a poster, filling out worksheets). Technology seems to 'get in the way' for many students who aren't familiar with the tech used in activities and even things as simple as using GoogleDocs can be difficult for some. Attending to student's difficulties in real time also becomes more difficult in small group activities (e.g., Zoom break out rooms).

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Learner to Learner Interaction Challenges

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Learner to Learner Interaction Challenges

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Hello! This is Victoria Batten, and I want to share that I am an English Professor, not an instructor of Japanese. However, I can relate Japanese pedagogy to English pedagogy vice-versa.

My exposure to Japanese occurred throughout my years of grammar school in Hawai’i, where many of my sensei shared Kanji and Hiragana with my classmates and me. I also took an undergraduate college-level Japanese course, and I intend to share what I have learned about Japanese pedagogy in the 2025 NFLRC Japanese Online Workshop with colleagues in the Department of English, Foreign Languages, and Mass Communication.

I share all of this information to get to the point of the first question related to the “biggest challenge using Japanese during learner to learner interaction.” What I learned in today’s session about Japanese interaction among students in relatable to English interaction among students. Magara Maeda Sensei, Revae Bostwick Sensei, and Lisa Kobuke Sensei have shared much information about learner interaction which relates to my teaching English.

“Communcation strategies” facilitate learner interaction is relatable. “Self-Awareness” as a metacognition tool can encourage students’ interaction when they discuss with others what they “think” have learned on a particular lesson.

“AI Practice” can facilitate acquisition of Japanese vocabulary and structures before speaking face-to-face with a partner.

The “Two Truths and One Lie” speaking assignment engages students in interaction as they follow the instructions: 1) post the speaking assignment; 2) view one classmate’s post; 3) speak on the opinion of others’ truths and lie posts; 4) review feedback on your truths and lie post. I expect to use this interactive assignment in my English classes for student interaction and will give credit.

Synchronous challenges related to students with disabilities are relatable in my English classes. Students need accommodations when they have anxieties and are required to socially interact with other students. Addressing this challenge requires the right resources. I deal with student support and accommodations on the daily at my Institution, so the methods shares by sensei in this Workshop will be borrowed and adapted with credit given through APA documentation.

Student interaction in break rooms are challenging too with respect to the “time factor.” For this reason, I rarely use break rooms and instead use “poll quizzes” as an interactive tool. There is less reporting from student groups and more of a synchronous, one-group classroom discussion in an open, online classroom environment.

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My biggest challenge in facilitating learner-to-learner interaction is managing the gap between what students have learned and how they can apply it naturally in conversation.

First, students often lack a solid foundation in the vocabulary needed for conversational topics. This leads to frequent pauses or unnatural, textbook-like dialogue. They might struggle to express their own thoughts or ask follow-up questions effectively because they don't have the words at their disposal.

Second, there is a significant gap between what they learn in class and what they hear in real-life contexts. In the classroom, students learn polite Japanese (teineigo), but they are not taught casual speech (tameguchi) which they often hear in anime. This creates confusion about how to appropriately use different speech styles. This challenge is compounded by the lack of practice partners in schools where there are few native Japanese speakers.

Lastly, online interactions pose unique difficulties. Depending on internet stability, non-verbal cues like gestures and timing of interjections (aizuchi) can be delayed or misaligned. Furthermore, since conversations are limited to the upper body within the camera frame, discussions that involve spatial concepts, like using demonstrative pronouns such as kore, sore, and are, become particularly challenging to convey.

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Yes! As many teachers support I think "Tadoku" -- pleasure reading would be one of a great approach. We can incorporate with writing after reading a few stories or writing journals and share some personal reflections -- naturally, we can start chewable amount to fit the students' proficiency levels, their interests, and their needs.

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I think it is hard to give timely feedback and create interactive activities for speaking.

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To determine whether a resource is appropriate, I believe there are two main aspects to consider: whether it is socially appropriate (e.g., copyright compliance), and whether it is suitable for learners’ needs and proficiency levels. I realized that I need to deepen my understanding of the former—what the panelists mentioned about UDL standards, copyright issues, and accessibility made me aware of areas I still need to work on in order to be more responsible in my teaching practices.

The latter aspect, which relates directly to learners, also requires careful and accurate assessment of what students need, what they are capable of at the moment, and how to best utilize resources to maximize their learning. Even if a resource offers high-quality, culturally rich content about Japan, it becomes ineffective if it is not level-appropriate or lacks proper scaffolding—students may simply feel overwhelmed.

By showing students that they can engage with authentic or semi-authentic materials through the support of appropriate scaffolding, we can enhance their sense of achievement and boost their motivation to learn further.

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For reading and writing tasks, as Maeda-sensei mentioned, I try to design pre-tasks and post-tasks around the main task. In order for students to approach the main task smoothly and gain the most from it, they need some background knowledge or schema activation.

This might include vocabulary or expression checks, short searches, showing relevant video clips or images, using realia, or even sharing personal experiences—either from the teacher or the students—depending on the content and purpose of the main task. The same principle applies to post-tasks as well.

What I believe is crucial in any case is, as a teacher, to clearly decide why we are doing a particular task and what specific skill students are expected to develop through it. This helps us take a "backward design" approach, allowing us to identify the necessary small steps to reach the goal and better support students as facilitators throughout the process.

For my Extensive Reading class next year, I plan to add simple handwritten-style pop-up notes to some books to help students choose more easily, especially since many tend to stick to their comfort zones. If the class is online, I’ll use shared comments or highlights instead. I once had a student fixated on a difficult book who became excited after discovering a similar, easier title by another author. This showed me the importance of gently guiding students with support while respecting their interests. Through this, I hope to help students explore more widely and build confidence in their reading choices.

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The most challenging aspect of teaching Japanese online, for me, is creating abundant and appropriate opportunities for students to engage in comfortable and meaningful interaction, particularly to practice spoken output.

When I first started teaching online, I wasn’t quite sure how frequently or in what ways to use breakout rooms (on Zoom), especially for beginners. At that level, each conversational activity tends to be short, and constantly switching partners or moving between breakout rooms and the main room felt excessive and sometimes even distracting.

However, as Revae-sensei mentioned, I’ve been trying to incorporate more structured/model conversations and provide scaffolding to help students maximize their speaking time and overall learning.

Another challenge is that, when blended instruction isn’t available and classes are conducted solely online, students often have never met each other in person. This lack of in-person connection makes it harder for them to feel comfortable and build the kind of trust necessary for deeper conversations. I believe that whether online or in-person, the classroom should be a safe and supportive community where learners feel connected as 仲間 (nakama) — peers in learning. I want students to interact beyond textbook dialogues and build relationships with each other, so community building is another essential but challenging aspect of online teaching.

Ultimately, I want students to walk away from class with the sense that “I was able to use this grammar point!” or “Now I know how to say XX in this kind of situation.” To achieve that, I’m continually exploring ways to create appropriate and engaging tasks — such as guided conversations — in a comfortable setting, so that students can relax, take risks, and gradually build their Japanese communication skills step by step.

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I select resources based on the following criteria:

-it is aligned with learning outcomes

-it is at a level with which students can engage

-it will be somehow entertaining or spark interest

-it does not re-enforce Japanese cultural stereotypes

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When teaching reading online, I find that scaffolding is especially important because students can feel much more alone in their learning process.

Scaffolding are: pre-reading analysis and meta awareness; empowering the reading process; and then post-reading discussion. I have noticed that many students will feel the need to rush straight to reading, and can become quickly frustrated with their own understanding. Therefore, in a way scaffolding is a method of building in blocks to slow them down, encouraging more critical thinking, and not to try to 'skip to the end'.

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I have taught Japanese both in a more traditional classroom and online. In a physical classroom it is much easier to identify which students are struggling, or are needing further support. In the online environment this kind of passive observation is much more difficult to produce. Students may be quiet because they are disengaged, or because they are uncertain, or because they are capable and quiet. This is especially the case if the majority if the student is asynchronous. I have found that it makes it that much more important to create a teaching environment that encourages students to reach out, but also to include consistent formative tasks to help identify knowledge gaps.

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When selecting a resource for my online classroom, I consider several important criteria. These include the resource’s relevance to the learning goals, the appropriateness for students’ language level, and whether it is accessible and easy to use in an online setting.

Above all, I pay close attention to cultural appropriateness. This is especially important when I use authentic Japanese materials in culture-related classes. Sometimes these resources include stereotypical portrayals or refer to sensitive topics such as religion. If not chosen carefully, such content may cause misunderstandings or discomfort among students. To avoid this, I always review the materials to ensure they are respectful, inclusive, and appropriate for learners from diverse backgrounds.

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In reading classes, I often prepare original worksheets to help students understand the content of an article. These worksheets include guiding questions that support students as they read. Students complete the tasks at their own pace, using resources available to them. This approach helps them develop reading comprehension skills independently.

In the following class, we review the article together using the completed worksheets. I incorporate group activities where students share and compare their answers. This peer interaction allows them to clarify their understanding and learn from one another, rather than just passively receiving information from the teacher. I see this group work as a key scaffolding technique, as students support each other in completing the task.

Although I haven’t applied this exact method in writing classes yet, I believe a similar approach could be effective. For instance, I could use worksheets for idea development or structure planning, and also encourage peer review as a way to provide scaffolding in writing.

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Although I don’t have extensive experience teaching Japanese online, I found role-playing to be particularly difficult. I usually include role-play at the end of a grammar lesson to give students a chance to use the grammar they have just learned in a communicative context. However, when I tried this in an online setting, it didn’t work as well as I expected.

One reason is that it's difficult to convey nonverbal communication—such as facial expressions, gestures, and natural pauses—through a screen. These elements are essential for successful role-playing and communication practice. As a result, students seemed less engaged, and the interaction didn’t feel as natural as in a face-to-face classroom.

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One core thing is the time when learners haven't studied the asynchronous work, or haven't memorized any words from the dialogue. More importantly, the real challenge is correction. If the students misbehave in front of your screen, you cannot correct them. If this were face-to-face, you could show them it is inappropriate to cross your legs while listening to the teacher's talk, or pass along worksheets with one hand to teachers in Japan.

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In my session, before reading/ writing a paragraph, I use the graphic organizer and brainstorm the idioms with pair share activities. For teaching kanji, I prioritize teaching 部首, and try to imagine with the learners how the kanji was historically formed, and from where it originates. Learners can make mistakes to reading a long line of sentences, and it is okay not to identify each knajis unless they can guess its meanings from the part of 部首. Then, if the students were able to guess the kanji from the 部首, I feel their learning is making progress.

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The criteria is how this online resource aligns with what I would like to achieve in my class. I also look at how the online resource is appropriate for my students' language level. Usability is also important!

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I like facilitating group work where students can support each other and learn from their peers when they are reading Japanese texts. They can share their knowledge among them to help them understand the texts.

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In my view, the appropriateness of resources is not considered based on the level of language learning or students' competency, but rather on what the learners' goals are. For example, if a learner wants to work in Japan, they have to learn the Honorific form, but if a learner is a traveller, the survival languages are the appropriate and quickest way to learn. Also, I would like to consider whether the resources are truly culturally appropriate for them or not. So, cultural appropriateness does matter for my teaching.

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I can not think of most challenging aspect of Japanese to teach online. I think any aspect of Japanese can be taught online just like in-person mode.

What I think of challenging online compared to in-person mode is to create a sense of community which is a big part of learning process.

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When determining if a resource is appropriate for my online classroom, I primarily use three criteria: pedagogical alignment, digital usability, and authenticity.

First, pedagogical alignment is key. While the course uses a designated textbook, I supplement it with materials that focus on practical, everyday Japanese. For instance, if the goal is for students to be able to "order food at a restaurant," I ensure my resources include realistic dialogue between a customer and a server. I also ensure that all materials align with the clear learning objectives I set, such as "writing a simple self-introduction" by the end of the course.

Second, I consider its digital usability. I create and share my own visually clear resources that can be accessed without special software. For example, I design visual reference sheets in PDF format that map common questions to potential answers, which goes beyond a simple Q&A format. This visual tool helps students understand situational context and communication flow.

Finally, I value authenticity and cultural relevance. I go beyond the textbook by introducing "sub-talks" on real-world Japanese used in daily life, such as social etiquette and manners. By sharing insights on topics not easily found online or in books, I leverage my unique position as a native Japanese teacher. This not only boosts students' motivation but also deepens their curiosity about Japan, making their learning experience more authentic and engaging.

By applying these three criteria, I ensure that the resources I use are not only effective for language acquisition but also relevant, engaging, and culturally rich for my online students.

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Rather than focusing strictly on proficiency levels, I prioritize whether the content is practically useful for students in real-life situations. Depending on their needs, I provide various forms of scaffolding. Considering the online environment, it is also important to ensure that, during whole-class comprehension checks, the screen remains easy to follow without students having to constantly switch between different windows or look in multiple places.

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I implement scaffolding for reading and writing by breaking down the tasks into distinct phases and leveraging online tools to manage class dynamics.

For reading, I create PowerPoint slides that combine images and listening exercises based on the practice problems in the textbook. I share my screen to guide students visually and aurally through different scenarios, helping them understand how the text is constructed. Due to the 50-minute class time limit, I choose not to use breakout rooms. Instead, I foster an open Q&A format in the main Zoom session where students are encouraged to ask questions freely. This approach allows more advanced students to reinforce their knowledge by answering, creating a supportive environment where peers help each other.

For writing, I ask students to write about topics closely related to their own lives, encouraging them to provide personal examples. Students submit their drafts directly to me via the private chat function as they finish. I correct their work in the order it's received and share the common mistakes with the entire class, without revealing whose work it is. This method prevents students from simply copying others' answers and removes the feeling of shame, encouraging them to revise and resubmit their work independently. I use simple emoji stamps like 👍 for correct answers, 👎 for incorrect ones, and a 'try again' type of mark for those needing more work, which has been an effective and motivating way to provide feedback.

My scaffolding approach is specifically designed to work within the constraints of a short online class and to foster a supportive learning environment, where students feel comfortable taking risks and learning from their mistakes without judgment.

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In online classes, it is especially important to check students’ understanding at each stage using various methods. Possible strategies include having the teacher enter breakout rooms to provide direct support, or asking students to write their ideas in a shared spreadsheet for the class to review together.　　　　　　　　　　　　　　　　When students are reading, it is helpful to introduce difficult vocabulary in advance and to provide opportunities for them to check their understanding in groups after reading individually. For writing activities, it is effective to design lessons that proceed in stages. For example, when teaching students how to write a self-introduction (self-PR), the lesson could follow steps such as introducing relevant vocabulary, reading model compositions, creating a personality chart, and making a personal history chart.

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The most challenging aspect to teach online is undoubtedly the Japanese writing system, especially handwriting.

When teaching true beginners, I find it incredibly difficult to dedicate sufficient time to handwriting instruction. Since they are still grappling with the foundational grammar, which is fundamentally different from English, the limited class time is often prioritized for oral practice and grammar explanations. As a result, students tend to rely exclusively on typing for assignments and communication.

Although I require students to complete their workbook answers in handwritten Japanese, there are still significant challenges. Students submit photos or PDFs of their work, which I must then correct manually. This creates an analog workflow within a digital environment, and it is nearly impossible to track whether the students have actually reviewed the corrected work. This lack of a clear feedback loop makes it difficult to ensure they are truly improving their handwriting skills.

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Pronunciation is one of the most challenging aspects of teaching Japanese online. In online settings, some students are reluctant to speak, and their pronunciation can be difficult to understand at times. Due to device limitations or environmental factors, some students are also unable to turn on their cameras. One possible solution to these issues is to create a learning community that encourages active participation and is easy to engage with, even in an online environment.

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When selecting appropriate resources, I always consider the purpose of the lesson. Do the materials support the lesson's goals effectively? For example, when teaching Japanese counting systems, I think carefully about whether simply showing numbers and practicing them is suitable for a Japanese language class. Would introducing kanji numerals better reflect the cultural aspect of the language? After determining content relevance, I also review the materials for accessibility and copyright compliance.