KINOSHITA Hitomi

Implementing Active Learning in Korean language Education This paper discusses the background and issues surrounding Korean language learning and reports on the results of active learning practices implemented in class and self-study exchange groups carried out in the 2023 academic year. First, in class opportunities for group study were increased, allowing students to teach each other, and quizzes in every class were conducted to support students’ independent learning. In addition, active learning through culture was actively promoted to further increase student motivation. As extracurricular activities, two types of offline study sessions to prepare for the ‘Test of Proficiency in Korean’, as well as multiple online study sessions were conducted as part of the club activities. Although management of the self-study sessions was challenging, the participants expressed a high level of satisfaction. Carrying out this activity as part of the student club activities is one factor that facilitated the establishment of the self-study exchange meetings. Despite the burdens that accompany active learning, students were able to increase their amount of learning and their motivation to study was also stimulated by fellow learners, and therefore the overall environment for learning Korean was improved. Keywords：Korean Language Classes, Self-Study, Extracurricular Activities, Online Exchange, Active Learning

The Faculty of Intercultural Studies at Yamaguchi Prefectural University focuses on the Teacher Training of Japanese and English Languages, featuring a curriculum that utilizes collaboration (units) between teaching and nonteaching subjects. This research was funded by the Yamaguchi Prefectural University Grant, as part of the project titled “Development and Verification of the Curriculum for Basic Instruction of English and Japanese through Collaboration of Administration, Schools and Local Communities Aimed at Solving Educational Issues in a Global and Multicultural Society”.This paper reports on the progress of the “Tego-project” by students of the teacher training program for Japanese and English Languages in 2023 and discusses the prospects for human resource development in the language education profession.

This is an interim report on the background and implementation of the ongoing "Tego Project" activities by students in the Japanese and English teacher training programs. In the "Tego Project" activities, students in the Japanese Language Teacher Training Course and students in the Junior and Senior High School English Teacher Training Course (hereinafter referred to as "Language Supporters") will support students who need Japanese and English language instruction. In addition, to improve the support for these students, we will develop and test a curriculum for teaching Japanese and English through online learning. The goal is to build a "Japanese/English Start-up Learning Tego Site" and eventually disseminate the results of the project.

This paper reports on the content of the "Japanese Language Teaching Practicum" at Yamaguchi Prefectural University in the year of 2022. We also investigate how the trainees' "qualities and abilities required of Japanese language teachers [training]" (Japanese Language Subcommittee of the Council for Cultural Affairs, 2018) changed through the educational practice, and describe the trainees' growth and learning progress. Through this, we will verify the effectiveness of the Japanese language teaching practice at our university. In addition, based on the issues identified through this training, we discuss the design and management of future Japanese language education training at Yamaguchi Prefectural University.