Pathways to Mastery of East Asian Languages: Case of Japanese, Korean, and Chinese Self-Directed Learners
DOI:
https://doi.org/10.36312/jolls.v5i2.2784Keywords:
East Asian languages, Motivation, Learning strategies, Self-directed learningAbstract
The research aims to explore the journey through which learners of East Asian Languages, i.e., Japanese, Korean, and Chinese, learn the languages independently. Specifically, it investigates the motivations that drive their learning, the materials from which they source the learning, and the techniques they utilize to improve different language skills. The participants were comprised of two learners of Japanese, two learners of Korean, and two of Chinese, all of whom were students aged 19 to 21 years old. Semi-structured interviews were conducted with the participants, along with observations on their use of learning media. Findings revealed that cultural interest and career aspirations were their primary motivations, except for Chinese learners, whose heritage as Chinese descendants played a significant role in the motivation. Diverse learning resources were utilized, with platforms like Duolingo popular for learners at the initial stages, while authentic materials such as YouTube and social media proved effective for more advanced learning. Participants employed various strategies for their language skill development, often integrating listening, reading, and speaking. Authentic materials across different media, such as videos, songs, social media platforms, or comics, were widely favored for their contextual learning opportunities. These results suggest that language educators can enhance learning by incorporating gamification, fostering social interaction, and utilizing authentic materials in their curriculum.
Downloads
References
AL Harrasi, K. T. S. (2023). Reexamining the online environment for self-directed learning. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2255080
Ambinintsoaa, D. V., Mynarda, J., & Yamamotob, K. (2020). Promoting self-directed language learning: Transitioning from paper-based materials to online learning apps. Harnessing the Potentials of Technology to Support Self-Directed Language Learning in Online Learning Settings. Proceedings of the 2020 STELLA Symposium, Stockholm, Sweden, October 15th to 16th.
B?czkowska, A. (2021). An overview of popular website platforms and mobile apps for language learning. Forum Filologiczne Ateneum, 1(9)2021, 9–35. https://doi.org/10.36575/2353-2912/1(9)2021.009
Bazan, M. (2022). The Benefits and Drawbacks of Using Duolingo to Learn English: A Study with Young ESL Learners. Editorial Tecnocientífica Americana. https://doi.org/10.51736/eta.vi.44
Bruzos, A. (2023). ‘Language hackers’: YouTube polyglots as representative figures of language learning in late capitalism. International Journal of Bilingual Education and Bilingualism, 26(10), 1210–1227. https://doi.org/10.1080/13670050.2021.1955498
Bursal?, N., & Öz, H. (2018). The role of goal setting in metacognitive awareness as a self-regulatory behavior in foreign language learning. International Online Journal of Education and Teaching (IOJET), 5(3). 662-671. http://iojet.org/index.php/IOJET/article/view/455/260
Chen, X. (2016). Evaluating Language-learning Mobile Apps for Second-language Learners. Journal of Educational Technology Development and Exchange, 9(2). https://doi.org/10.18785/jetde.0902.03
Chen, Y.-L., & Hsu, C.-C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers & Education, 154, 103910. https://doi.org/10.1016/j.compedu.2020.103910
Chua, B. H. (2012). Structure, audience and soft power in East Asian pop culture (Vol. 1). Hong Kong University Press.
Clandinin, D. , & Caine, V. (2008). Narrative Inquiry. The SAGE Encyclopedia of Qualitative Research Methods. https://doi.org/10.4135/9781412963909.n275
Haukås, Å., Bjørke, C., & Dypedahl, M. (2018). Metacognition in Language Learning and Teaching (Å. Haukås, C. Bjørke, & M. Dypedahl, Eds.). Routlege.
Hawkins, M. W. (2018). Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications. Studies in Second Language Learning and Teaching, 8(2), 445–469. https://www.ceeol.com/search/article-detail?id=675396
Jeong, K. O. (2022). Facilitating Sustainable Self-Directed Learning Experience with the Use of Mobile-Assisted Language Learning. Sustainability (Switzerland), 14(5). https://doi.org/10.3390/su14052894
Kevin, R., & Chu, V. (2016). “An Interview with an English as a Second Language Learner: A Case Study of an Adult Chinese L1 Speaker.”
Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318. https://doi.org/10.1017/S0958344017000258
Lake, J., & Holster, T. (2014). Developing autonomous self-regulated readers in an extensive reading program. Studies in Self-Access Learning Journal, 5(4), 394–403. http://sisaljournal.org/archives/dec14/lake_holster
Ling, L. T. Y. (2018). Meaningful Gamification and Students’ Motivation: A Strategy for Scaffolding Reading Material. Online Learning, 22(2), 141–155. doi:10.24059/olj.v22i2.1167
Liu, S. (2022). Learning the Chinese language on a non-traditional path: a case study. The Language Learning Journal, 50(5), 550–568. https://doi.org/10.1080/09571736.2020.1811370
Liu, S., & Wang, F. (2018). A qualitative study on learning trajectories of non-native Chinese instructors as successful Chinese language learners. Asian-Pacific Journal of Second and Foreign Language Education, 3(1). https://doi.org/10.1186/s40862-018-0043-5
Nakamura, T. (2019). Understanding motivation for learning languages other than English: Life domains of L2 self. System, 82, 111–121. https://doi.org/10.1016/j.system.2019.03.006
Nakata, Y. (2010). Toward a framework for self-regulated language-learning. TESL Canada Journal, 27 (2),1. https://doi.org/10.18806/tesl.v27i2.1047
Polkinghorne, D. E. (2005). Language and meaning: Data collection in qualitative research. Journal of Counseling Psychology, 52(2), 137. https://psycnet.apa.org/buy/2005-03263-003
Portnoff, L., Gustafson, E., Rollinson, J., & Bicknell, K. (2021). Methods for Language Learning Assessment at Scale: Duolingo Case Study. International Educational Data Mining Society. 865-871. https://eric.ed.gov/?id=ED615620
Putri, F. H. (2019). Youtube for self-regulated language learning: An EFL perspective. English Education: Jurnal Tadris Bahasa Inggris, 12(2), 42–57. https://doi.org/10.24042/ee-jtbi.v12i2.5411
Putri, N. D., Kuswandono, P., & Ena, O. T. (2024). EFL Students’ Perceptions of Their Metacognitive Awareness in English Language Learning. Pioneer: Journal of Language and Literature, 16(2), 228. https://doi.org/10.36841/pioneer.v16i2.5331
Raoofi, S., Chan, S. H., Mukundan, J., & Md Rashid, S. (2013). Metacognition and second/foreign language learning. English Language Teaching, 7(1), 36–49. https://doi.org/10.5539/elt.v7n1p36
Rifai, I., Jhon, A., Oktriono, K., & Marion, E. C. (2023). What Makes a Digital Language Learning Platform Work? A Usability and Quality Review. E3S Web of Conferences, 388. https://doi.org/10.1051/e3sconf/202338804044
Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American Journal of Pharmaceutical Education, 84(3). https://doi.org/10.5688/ajpe847512
Rubin, J., Cohen, A., Cooper, R., Gudschinsky, S., Stern, H. H., Jernudd, B., Wadleigh, C., Lawson, D., Belmore, N. Lou, John-Steiner, V., Hernandez, E., Rosaldo, M., Tucker, R., All, A. M., Politzer, R., Spindler, G., Siegel, B., Owens, T., & Thompson, I. (1975). What the “Good Language Learner” Can Teach Us*. In TESOL Quarterly (Vol. 9, Issue 1). https://doi.org/10.2307/3586011
Sahin Kizil, A., & Savran, Z. (2016). Self-Regulated Learning in the Digital Age: An EFL Perspective. Novitas-ROYAL (Research on Youth and Language), 10(2), 147–158. https://eric.ed.gov/?id=EJ1167208
Saito, A. (2020). Strategy Use, Self-Efficacy Beliefs, and Self-Regulatedness in Adult Foreign Language Learning. Australian Journal of Applied Linguistics, 3(2), 152–167. https://eric.ed.gov/?id=EJ1267448
Sauro, S., & Zourou, K. (2019). What are the digital wilds? UMBC Education Department Collection. https://doi.org/10125/44666
Shyr, W., & Chen, C. (2018). Designing a technology?enhanced flipped learning system to facilitate students’ self?regulation and performance. Journal of Computer Assisted Learning, 34(1), 53–62. https://doi.org/10.1111/jcal.12213
Sook, J., & Yang, R. (n.d.). Motivational Orientations and Selected Learner Variables of East Asian Language Learners in the United States. Foreign Language Annals, 36 (1), 44-56. https://doi.org/10.1111/j.1944-9720.2003.tb01931.x
Sun, Q., & Zhang, L. J. (2022). Examining the effects of English as a foreign language student-writers’ metacognitive experiences on their writing performance. Current Psychology, 1–16. https://doi.org/10.1007/s12144-022-03416-0
Sung, H., & Padilla, A. M. (1998). Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. Modern Language Journal, 82(2), 205–216. https://doi.org/10.1111/j.1540-4781.1998.tb01193.x
Sykes, A. H. (2015). The good language learner revisited: A case study. Journal of Language Teaching and Research, 6(4), 713–720. https://doi.org/10.17507/jltr.0604.02
Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G.-J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human–Computer Interaction, 35(4–5), 356–373. https://doi.org/10.1080/10447318.2018.1543084
Yakovleva, A. N., Savvina, I. L., Popova, S. A., & Sleptsova, G. N. (2020). Students’ Self-Directed Learning at Language University. Journal of Educational Psychology-Propositos y Representaciones, 8. http://dx.doi.org/10.20511/pyr2020.v8nSPE3.745
Yang, J. S. R. (2003). Motivational orientations and selected learner variables of East Asian language learners in the United States. Foreign Language Annals, 36(1), 44–56. https://doi.org/10.1111/j.1944-9720.2003.tb01931.x
Zhang, D., & Zhang, L. J. (2019). Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching (pp. 1–15). https://doi.org/10.1007/978-3-319-58542-0_47-1
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Dika Pranadwipa Koeswiryono, Gusti Ayu Praminatih, I Wayan Suadnyana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JOLLS agree to the following terms:
- For all articles published in JOLLS, copyright is retained by the authors. Authors permit the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
